Explore The Reward Strategies For Junior High School Students' Chemistry Learning

The chemistry of Junior middle school is an interesting but many subject knowledge,In order to improve the students' interest in study and study efficiency,teachers will use the reinforcement measures frequently,but most of them only focus on improving students' grades in chemistry,and reward effect.Therefore,it is necessary for the teachers to study the reward strategy,find the reward strategy suitable for the junior middle school students' chemistry learning,focus and improve the students' autonomous learning ability.This study on the basis of previous research,reference reinforcement theory,social learning theory and self determination theory and drawing on some incentive strategies,puts forward the research model and the research t ool,combined with the subject characteristics of chemistry in junior high school,junior high school students' psychological characteristics for chemistry learning of junior middle school students through a questionnaire survey of independent incentive strategies measurement of junior high school students learning chemistry,finally draws the corresponding conclusion.Through the analysis and discussion of the questionnaire data,the main conclusions of this study are:First,there was a significant difference between the experimental group and the control group in the learning autonomy of the students after the intervention of the reward strategy.The reward strategy promotes the students' interest in learning chemistry,avoids the rigid learning mode,and awakens their learning autonomy.Second,after the reward strategy intervention experimental group and control group students had significant difference in the two dimensions of motivation and learning will,the experimental group of students in the two dimensions of learning motivation and learning will score significantly higher than the control group.After the use of reward strategies,students no longer only focus solely on the results of their studies,but also enjoy the process of learning,and in the face of difficulties can be self encouragement,self reward.Third,there was no significant difference between the experimental group and the control group in the dimension of thinking mode and Chemistry Academic achievement.The authority of chemistry knowledge and the negative influence of reward have certain influence on the way of thinking and chemistry achievement of students.Because of the limitation of research time,research object,research methods and objective conditions,there is still much room for improvement in this study.The follow-up study can further study and improve the research time,increase the number of students in the experimental group and the control group,enrich the diversity of research tools,and give full consideration t o the negative impact of incentives.