Research On Efficient Learning Of Chemistry In Senior High School Based On The Motivation Theory

One of the important educational problem that teacher faces is that how to help students effectively learn the chemistry curriculum in senior high school. Students learn chemistry of senior high school efficiently under the good learning state. Effective learning for chemistry would help students lighten the learning burden and finish learning tasks within effective learning time in school, achieve twice the result with half the effort. Learning motivation is the driving force for students to learn, and it is also the most important condition for efficient learning. Learning motivation is the starting point of students' learning, and different learning motivation theories have different effects on the efficient learning chemistry.This paper took the first grade students of Tongmei No.2 high school of Datong as the research object, used the research methods of interview and questionnaire combination and coupled with motivation theory (i.e. strengthening motivation theory, achievement motivation theory, self-efficacy theory and so on) to analyse the current situation on classroom teaching of chemistry for high school. The research shows that students' learning motivation is closely related to high efficient learning, namely, the stronger the motivation, the higher their learning efficiency while the students' learning efficiency decreased. Combined the results of the study with chemistry learning, the author put forward the following strategies from the point of the motivation theory:stimulate students' interest; develop the reasonable learning goals and plans; cultivate the attribution of students' success and failure; strengthen the students' self-efficacy; conduct effective praise and criticism; guide students to learn chemistry. This paper not only combines the education theory with teaching practice, but also provides an important theoretical basis for the choice of teaching methods and the optimization of students' learning style.