A Study On The Establishment And Applied Research Of The Chemistry Strengthened Portfolio Learning In High School

The report of the 18th National Congress of the Communist Party of China(CPC)has pointed out that it is necessary to set up a moral tree as the fundamental task of education,to carry out quality-oriented education in an all-round way,and to educate the students with all-round development.As the main way to realize such aims,school education,or specifically,Chemistry,an important part of school education,plays an irreplaceable role in it.It is found that high school students,who are not interested in class leading unsatisfactory grades and learning results,generally believe that chemistry is difficult to learn.According to Skinner's reinforcement learning theory,the author thinks that students' interest in chemistry study could be stimulated and their grades be improved.Based on this,the model of establishing learning strengthening portfolio is proposed to solve the above problems.That is,from the ways,the amount and the frequency of strengthening and the methods of literature research,investigation,interview,action research,and data analysis,this paper discusses the way and frequency of strengthening chemistry learning of senior high school students to put forward concrete methods and measures thus to verify the effectiveness of these methods through teaching practice.This study designs and conducts a questionnaire on achievement motivation of senior high school students based on Ausubel's Achievement motivation composition theory to find out which type of achievement motivation is more prominent.According to the outstanding degree of each student,they are divided into three types:cognitive internal drive protruding type,self-improving internal drive protruding type and subsidiary internal driving force protruding type.Then,according to the theory of reinforcement learning and the characteristics of these three types,the paper designs a specific strengthening mode and frequency,and sets up the portfolio of chemical learning strengthening and ultimately,the effectiveness of it is verified by teaching experiments,and the methods and frequency are modified and perfected.The following conclusions are drawn: three types of students with cognitive innervation,with self-improvement or with extruded adjunct drive,no matter how good or poor their grades were before the teaching experiment,have improvetheir interest in chemistry learning and the results have a certain degree of improvement as well with a learning strengthened portfolio.This shows that such portfolio of chemistry learning can improve the effect of chemistry learning of these three types of students to a certain extent.