A Study On Feedback On Context Of Science Exam From The Students With Different Learning Motivation

Since the 1920s, educational psychology has entered the stage of development. People try to use the science method in the education teaching, and seek to comply with the principle of human physiological and psychological growth to recognize new things. And mature with the development of education psychology, more education workers have explored and solved some problems in the education practice by studying learners’ psychological rule.The situation is the condition and method in human learning. In order to simulate this kind of learning, situational questions in science learning have become a common learning content for middle school students. At present, many scholars and researchers in China dedicated to study situational or life test. But the study on situational questions to combine with the students’ learning psychology is still rare.According to Dweck’s theory of learning motivation in the learning psychology, the science learning motivation of middle school students can be divided into three types, including the "master", "phenotype" and "helpless". To give all students that participate in the study different types of situational questions and recycle the feedback. Comparing and analyzing the feedback of situational questions from the students with different learning motivation types, in order to find and perfect test question types which are more suitable for middle school students; investigate what is the situation that students need; what kind of thing that different situation can bring to the students. Also hope to provide valuable information for originator and opinions. The study is a paper test which is in the way of selecting 281 samples, sex ratio approximately 1:1. Considering the test involves the knowledge of science, samples should above grade seven. The students randomly selected from grade eight to nine, a total of seven class samples are from two ordinary middle schools in Guangxi area.The body of the article consists of five parts. In the first part, it summarizes the knowledge of background that involved in this study. In the second part, it mainly introduces the process of design and operation. The third part, is the research data, this study involves two sets of questionnaires, data and questionnaire dubbed play an important role. The fourth part is the conclusion from different aspects that rank from the answer from different types of students in the test case, and the student feedback on the different test conditions to the student’s answer and feedback. The fifth part is mainly reflection, shows the study brings us enlightenment and the part to improve. By analyzing the data, the research gives us some interesting enlightenment and reflection.First of all, in the different sources of situational questions, different types of students showed a larger difference. Look from the question types, in the traditional gap filling and the choice on the answer of three types of student performance is in conformity with the theoretical study, master and phenotype of student performance is more outstanding. The low level of helpless type students response and blank rates high. In the answer of open-ended item, the helpless students have a better performance than in the completion item. Although the helpless type students on a high level of response ratio is not dominant, but they have a high proportion of the middle and lower. The advantage of the situational questions is that it has the function as the traditional exam can distinguish different levels of students’ ability, at the same time increase the helpless type student’s self-confidence.Four questions are all situational questions, but also have different situation. From the answer of the four exam questions, we got the following enlightenment:first, the situation in questions must be closely associated with problem, situational setting can not only as a modification, but bringing students into question, played a guiding role in thinking. Second, the setting of the situation should be considering the real situation of subjects, different subjects are able to understand the situation provided in the title. Third, the setting of the situation should have fun, good situation setting should be able to bring students into which help their thinking, and can make students produce strong interest, after the test they are still willing to spend time thinking, arouse the students’ interest in active learning.