Research On The Influence Of Teachers' Autonomy Support On High School Student Engagement In Chemistry Learning

Senior high school students' sense of autonomy has become stronger and their learning psychological needs have increased.This has provided teachers and students with help and support.Challenges were raised.In order to solve the research problem of how teachers can provide autonomy support to increase student engagement and promote academic achievement,this paper uses literature research,questionnaire survey,case interviews and other research methods,taking "the influence of concentration on salt hydrolysis" as a teaching case.Teachers' autonomy support is divided into four dimensions: reduce control,provide choice,respect emotions,and establish relevance.Student engagement is divided into four dimensions: academic challenge,peer learning,teacher-student experience and campus environment.Revise and adapt the research tools "Teacher's Autonomy Support Scale" and "High School Student Engagement Scale".Use structural equation model to explore the relationship between teacher's autonomy support,student engagement and academic achievement,and to clarify its potential reasons.The following research conclusions are preliminarily drawn.(1)High school students' perceived teachers' autonomy support level was higher and there are differences in chemistry selection intentions and gender differences.Students who intend to take chemistry exams are more able to adapt to the learning tasks provided by teachers;girls are more willing to play their subjective initiative in learning;boys are more inclined to teachers' application of theoretical knowledge.(2)The overall level of student engagement in chemistry learning is relatively high,and there are differences in chemistry selection intentions and gender differences.Students who intend to take chemistry exams have higher levels in all dimensions of student engagement;girls are better than boys in academic challenges and learning with peers;boys are better than girls in experience with faculty and campus environment.(3)Student engagement plays an intermediary role between teachers' autonomy support and academic achievement.The reduce control,provide choices,respect emotions and establish relevance dimensions of autonomy support have positive impact on student engagement;the academic challenges,learning with peer,experiences with faculty,and campus environment dimensions of student engagement all play a positive role in academic achievement.The above conclusions show that teachers should be student-centered,provide students with diversified learning tasks,respect students' emotions,and integrate theory with practice,which will help students make full use of campus resources and realize effective interaction between teachers and peers and promote academic achievement.