The Measurement Of Growth Thinking In Chemistry Learning And The Study Of Teaching Strategies

With the development of the core quality,how to cultivate the all-round development of people has become a new challenge for educators in the new era.Professor Carol Dweck,an American psychologist,has applied the growth mode of thinking to education and teaching and has achieved very good results abroad.If we want to apply the growth mindset mode in chemistry teaching,we must understand the current situation of students' growth mindset in chemistry.In this study,on the basis of reading a large number of works and literatures on growth mindset,the survey scale of growth mindset in chemistry teaching was compiled and tested and revised repeatedly.This scale was used to measure students in three grades of high school,and SPSS19.0was used for statistical analysis of the data.Through exploratory factor analysis,five factors influencing students' growth mindset were proposed,and homogeneity reliability and validity test were used to reach the following conclusions:(1)The reliability and validity test results of the scale show that the homogeneity reliability of the scale meets the measurement requirements.After revising the scale based on the suggestions of tutors,relevant teachers and experts,each item of the scale has good content validity.Through homogeneity,confirmatory factor analysis and sample group difference analysis,the results show that the scale has good structural validity.Based on students' grades,their interest in chemistry and the pressure to choose chemistry as the criterion,the scale has a good criterion validity.(2)The analysis results of the project show that the distribution of each topic is relatively uniform,with no "ceiling effect" or "floor effect" and no specific phenomenon.The popularity level of each topic is greater than 0.65,which is above the medium level.Each topic has a high degree of differentiation and a significant level of correlation.(3)Five factors can be extracted from the growth mindset in high school students' chemistry learning,which are: implicit intelligence,positive inner belief,negative inner belief,active behavior pattern and psychological toughness.According to the test results,some teaching strategies are put forward to the teachers who are teaching in the front line,so as to promote students' growth mindset and lay the foundation for every student's future study and life.