| High school students in the process of chemistry learning, learning disabilities can not always meet their independence or overcome learning problems can not solve. When obstacles or chemical learning problems in chemistry learning, students are choosing to ask others for help or choose to put aside obstacles? If students ask for help from others, they will choose the implementation of direct access to the answer or choose tools for help (get the solution to the problem, and then do it yourself to solve the problem)? From the discovery of the problem to seek help, and finally to solve the problem, students will be in what kind of environment the use of what kind of help? In view of the problem of high school students’ chemistry academic help seeking, what strategies should we adopt to improve the situation? Based on the above understanding, determine the theme of this study is academic help seeking. The content of this study are: ①The preparation of the senior high school students’ chemistry academic help seeking questionnaire and its reliability and validity test.②The investigation on the present situation of high school students’ chemistry academic help seeking. ③Qualitative research on the influencing factors of high school students’ chemical academic help seeking help seeking.④Study on the strategies of improving senior high school students’ chemistry academic help seeking.This study consists of 5 parts. The first part is the introduction. The origin of the study, research status domestic and abroad, the research contents, methods, purpose and significance of this study. The second part is the definition of the concept. Definition of academic help seeking and its related concepts. The third part is the investigation and analysis of senior high school students’ chemistry academic help seeking. Using the relevant software to analyze the evaluation data. The fourth part is the influence factors and Improvement Countermeasures of high school students’ chemistry academic help seeking help. Through the qualitative questionnaire, it is concluded that the influence factors, from three aspects of teachers, students and the environment, put forward the strategy of improving the situation of chemical academic help seeking. The fifth part is the conclusion and reflection. The research conclusion and self-reflection.Conclusions of this study are: ①The overall and the reliability and validity of senior high school students’ chemistry academic help seeking status is better than that of each dimension. ②In the high school chemistry learning, students generally think the high cost of academic help seeking, is higher than benefits; The Use situation of the three kinds of academic help seeking is:the implementation of the most use, avoid the second, the tool for help at least; when students met through their own thinking but no answers to the chemistry exercises and do wrong chemistry questions are more likely to use instrumental help seeking. ③Chemistry of high school students in the learning process, the main recourse is willing to help the students, followed by an amiable teacher, classmate relation is the students decide whether to turn a is one of the important standards; senior high school students’ academic help seeking chemical mostly from the teaching material, students are more likely help to explain the methods or success to solve the seeking help for the first time the problem of recourse. ④Different schools (sex) high school in chemistry academic help seeking evaluation score has certain difference, but in statistics does not exist significant difference; Different grades senior high school students have difference in instrumental help seeking, benefits of help-seeking. ⑤High school chemistry academic help seeking and chemical grades are positively related to:better grades in chemistry better students’ academic help seeking status; There is a correlation between the five dimensions of high school students’ chemistry academic help seeking questionnaire. |
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