A Survey Investigation Of Chemistry Learning Motivations Of Senior High School Students Of Xinjiang Classes In The Hinterland

The year of2013is the13th year since the launch of Xinjiang classes in the hinterland(Xinjiang Class). The learning status of the students of Xinjiang Class received more andmore cares and attentions from the central committee of the Communist Party, thegovernments, schools, and the communities. Chemistry is one of the center subjects of naturalscience, for students of Xinjiang, to learn chemistry well is the basic needs and greatsignificance to construct Xinjiang and the whole western society. Therefore, the workers ineducation need to understand the status of the students of Xinjiang Class, promoting thesound development of the students’ learning in order to meet the need of original intention ofthe launch of Xinjiang Classes. And how to educate and stimulate chemistry learningmotivation of the students of Xinjiang Class effectively is the premise to learn chemistry well.Therefore, we need a thorough understanding of the current status of chemistry learningmotivations and its influential factors of the students of Xinjiang Class.In this research, we construct the questionnaire of chemistry learning motivationsaccording to the classification of chemistry learning motivations of Liu Kewen (CognitiveMotivation, Motivation of Noble Ideals, Self-fulfillment Motivation, Obligation Motivation,Dependent Motivation, Forced Motivation); According to the theories on the influentialfactors of chemistry learning motivations, principles of psychological measurement andcombining with the researching conditions, we identified four categories of factors affectingchemistry learning motivation: The Self-efficacy, The Attribution of Success and Failure, TheTeacher-student Relations and the Values of Chemistry, Combining with the Chemistry Subject,we construct the questionnaire of influential factors of chemistry learning motivations. Wetake the students of Xinjiang Class and the students of Han nationality (General Classes)from Jiading NO.1senior high school of Shanghai as the researching object. Issuing467questionnaires and446effective questionnaires have been got. Investigating their status ofchemistry learning motivations and its influential factors and analyzing the differencesbetween the different gender, grade, and nationality of the students. To make up for thedeficiency of the research of Xinjiang Class in chemical education and to provide empiricalinformation and suggestions for chemical teachers to improve teaching quality in order toimprove the learning score of the students of Xinjiang Class.The research indicates that: 1. The intensity of the chemistry learning motivation of the students in Xinjiang Class isgenerally at a high level, but it is lower than the students in General Class, and CognitiveMotivation is the main motivation of the students with the largest intensity, followed bySelf-fulfillment Motivation, and the students in Xinjiang Class has a stronger intensity ofMotivation of Noble Ideals.2. The intensity of all kinds of chemistry learning motivations of boys’ is stronger thangirls overall; Students in Xinjiang Class is strongest in preparatory class. In addition toCognitive Motivation and Motivation of Noble Ideals, the intensity of other types ofmotivations of the students in Xinjiang Class are generally in decline as the grades rose; Theintensity of all types of chemistry learning motivations of Uygur students is the strongestamong all other minorities.3. The degree of influence of the students in Xinjiang Class affected by all types ofinfluential factors of chemistry learning is generally lower than the students in General Class.The degree of influence of the students in Xinjiang Class affected by the Teacher-studentRelations and the Values of Chemistry is higher. The degree of influence of the boys and girlsin Xinjiang Class affected by the Self-efficacy and the Attribution of Success and Failure isapproximate; The changing difference of the degree of influence of the students in XinjiangClass of different grades affected by all types of influential factors of chemistry learningmotivations is large and no rule as the grades rose, The degree of influence of students inXinjiang Class of different grades affected by the Teacher-student Relations is highest andminimum in the Attribution of Success and Failure; In general, the degree of influence ofUygur students affected by all types of influential factors of chemistry learning motivations isweaker than Han students. The degree of influence of Kazak students affected by all types ofinfluential factors of chemistry learning motivations is in the first position among the studentsof all other minorities.In this research, we put forward some teaching suggestions on the basis of the conclusion:Taking cognitive motivation as a breakthrough to improve students’ learning motivation, toconcern the group of girls and to educate and stimulate other types of chemistry learningmotivations of theirs, according to the differences, taking different teaching modes accordingto different students, keeping the current results, chemistry teachers’ improving on job.