Research On The Influence And Countermeasures Of Subject Selection On Chemistry Teaching Under The "3 + 1 + 2" Mode

In September 2014,the State Council promulgated "Implementation Opinions on Deepening the Reform of the Examination Enrollment System",and the new college entrance examination reform was officially launched.The new college entrance examination has reformed the subjects,content,time,and evaluation system of the examination.Chongqing,as the third batch of pilot areas for reform,launched the new college entrance examination reform in 2018,and released the "Chongqing Municipal Comprehensive Reform Reform Implementation Scheme for Deepening the Entrance Examination of General Colleges and Universities" in April 2019,stipulating that students must start from both history and physics.One of the subjects is selected as the college entrance examination subject,and two subjects are randomly selected from the four subjects of chemistry,biology,geography,and politics as the college entrance examination subjects.A total of 12 subject combinations are selected.The "3 + 1 + 2" elective mode implemented in Chongqing compared with the previous two batches of "3 + 3" mode.Although it reduces the pressure on students and teachers from too many combinations of elective subjects,it also gives high schools Chemistry teaching has had some impact.In order to systematically study the impact of this model on high school chemistry teaching,this study mainly surveyed 5 high school schools in the main urban area of Chongqing through questionnaire surveys and interviews to learn more about Chongqinghigh school's views on this reform and The countermeasures provide a certain reference for other high school and education management departments.This study consists of a total of six parts:The first part is the introduction,which clarifies the background,current status of the research,the purpose,ideas,methods,content and objects of the research.The second part introduces the theoretical basis of this article-the theory of multiple intelligences,the theory of need hierarchy,the theory of "teaching students according to their aptitude",and the theory of self-efficacy.The students are guided by multiple intelligence theory to determine the subjects,the self-efficacy theory and the need-level theory are used to analyze the reasons for students to choose chemistry,and the chemistry teaching is guided by the teaching theory based on aptitude.The third part is the key content of this research.In the first stage,the self-edited questionnaire and interview method were used to investigate and analyze the first batch of “3+ 1 + 2” model students and chemistry teachers in Chongqing on the attitude of the new college entrance examination Cognition,chemistry selection and influencing factors,changes in teaching after chemistry selection.In the second stage,based on the survey results of the first stage,we conducted a sample survey on the influencing factors of the chemistry learning interest level,chemistry learning self-efficacy level,and chemistry learning interest of the students in the second-class key schools,and deeply analyzed the factors influencing the students' chemistry selection.The fourth part is to analyze the main problems of high school students' chemistry selection in the "3 + 1 + 2" mode.The main problems that emerged after the selection of subjects and chemistry:(1)In the aspect of subject selection: the proportion of chemistry selection dropped significantly;there was blindness in the subject selection;chemistry career education was lagging behind.(2)Teaching level: The polarization of students has increased;the work pressure of chemistry teachers has increased.The fifth part is based on the main problems in the fourth part and puts forward targeted and operable strategies.(1)Subject selection: Allow high schools to adopt a gradual reform strategy of "package combination",increase the propaganda and interpretation of the "3 + 1 +2" model selection;strengthen the understanding of the chemistry discipline;strengthen the implementation and implementation Chemistry career education work.(2)Teaching level:enhance students 'interest in chemistry learning;enhance students' sense of self-efficacy in chemistry learning;change the concept of chemistry teachers;change the teaching methods of chemistry teachers;optimize chemistry layered teaching and increase the training intensity of chemistry teachers.The sixth part is the summary and prospect of this research.Through an in-depth analysis and discussion of the survey data,this study finally reached the following conclusions:(1)Under the “3 + 1 + 2” model,the proportion of chemistry selection for 2018 students in 5 Chongqing high schools is 50.02%,which is a significant decrease compared with the students in 2017.Obviously close to 22%.Different types of schools and gender students have obvious differences in the proportion of chemistry candidates,and the proportion of the number of chemistry candidates in the first-class key schools> the proportion of the number of chemistry candidates in the second-class key schools> the proportion of the number of chemistry candidates in the ordinary high school.Students with different achievement levels have different proportions in chemistry.(2)Under the “3 + 1 + 2” mode,the highest proportion of the 2018 chemistry selection combinations of 5 Chongqing senior high school students is physical and chemical students,followed by physical and chemical places,calendar and students,and calendar and government.Students of different types of schools and different achievement levels have differences in the selection of chemical combinations.Among them,students in one of the key schools still prefer to choose the traditional combination of physical and chemical students.Students of upper grades tend to choose physical and chemical students,and students of intermediate grades tend to choose.Choosing materialized politics,students of lower grades tend to choose materialized places.There are significant differences in the chemistry combinations for students of different genders.Boys tend to choose combinations of physical and chemical and physical and chemical,while girls tend to choose combinations of physical and chemical and historical and chemical.(3)Individuals,teachers,families,schools,and society all have a certain influence on student selection chemistry.Among them,the individual dimension is the primary influence,followed by the school dimension,social dimension,teacher dimension,and family dimension.Not big,but family income has a greater impact on students 'chemistry.(4)In the student's personal dimension,the degree of influence from high to low is asfollows: interest,grades,confidence in learning,knowledge of the chemistry subject,understanding of the new college entrance examination program,and the time for the examination.Among them,the interest in chemistry learning is the primary influencing factor,while the interest in chemistry learning differs in performance and gender.In addition,the factors that affect students 'interest in chemistry learning are as follows: chemistry experiments,chemistry knowledge itself,teachers(especially teachers' attitudes towards students),and sense of accomplishment in doing chemistry questions.(5)Interests,grades,confidence in studying well,requirements for applying to universities,employment prospects,and specialties have a strong influence on students' chemistry,which is a strong factor.