Study On The Present Situation And Countermeasure Of High School Students Chemistry Learning

New curriculum reform put forward to promote students’ personality in an all-round way and sustainable development, the important key to let the students change to active learning, but in terms of the current situation of jiangxi province high school teaching and learning, the students’ passive learning present common phenomenon, so how to make the students autonomous learning. An inexhaustible power comes from learning to promote students’ autonomous learning motivation.In this paper, by combining the theory of D·P·Ausubel’ learning motivation questionnaire of high school students learning motivation and doing a survey in the first middle school in fuzhou from grade one to three,which contacts its chemical learning motivation status and influencing factors.In the survey,learning motivation questionnaire can be divided into cognitive motivation of self-improvement motivation subsidiary motive achievement motivation four dimensions, and in many influence factors, the success or failure attribution of self-efficacy learning strategy focuses on the relationship between teachers and students, the results indicate that:(1)The current high school chemistry students’ motivation to learn more extrinsic motivation than the intrinsic motivation.(2) the chemical learning motivation and academic achievement of students present positive correlation, the better results, the stronger the motivation learning;The boys’ score of learning motivation than girls’, but the difference is not significant.(3) In different grade, the score of learning motivation has enhanced in senior grade two, but slow down again insenior year of high school, but still more than grade one, learning motivation within each dimension score is: self-improvement motivation cognitive motivation > achievement motivation > affiliated motives, but in the grade two,the second score is the motivation of self-improvement > achievement motivation > achievement of cognitive motivation > affiliated motives.(4) On the influence factors of examination, the influence of various factors on the learning motivation significantly, and the influence degree score of self-efficacy >learning strategies attribution > relationship between teachers and students,each dimension has improved up to the learning motivation from grade one to grade two,nd then in grade three has decreased, but widespread than in a high degree, whereby factors influence each other.Based on the results of the questionnaire survey, this paper puts forward some feasible countermeasures: Help the underachiever reflect success, improve self-efficacy; Train students’ correct attribution.inprove the relationship between teacher and student,cultivate students form good learning strategies.