Experimental Research On The Influence Of Chemistry Situational Teaching On Senior High School Students' Chemistry Learning Motivation

Chemistry learning motivation is a kind of internal psychological state caused and maintained by individuals in order to achieve certain chemistry learning goals and meet the needs of individual chemistry learning.Studies have shown that there are many factors that affect the level of students' chemistry learning motivation,such as gender,temperament type,age,situational teaching,family environment,interpersonal relationship and so on.However,it is rare to use quantitative methods to explore the influence of teaching situation on middle school biochemistry learning motivation.Therefore,this study attempts to explore the influence of situational teaching on the motivation of senior high school students' chemical learning by means of experiment,and hopes to provide reference for the cultivation of the level of chemical learning motivation of senior high school students.In this study,95 students were selected as the research object in the first grade class of Changsha Pinggao middle school.One class was randomly arranged as the experimental class and the other was the control class.The experimental class was carried out for one semester with a total of 40 hours of chemical situation design,taking the questionnaire of chemical learning motivation,temperament type measurement scale and a series of self-designed chemical situational teaching design as experimental materials Environment teaching.2×2×4 experimental design was used in this study.The independent variable A is the teaching method,the level a1 is to carry out the chemical situational teaching consciously,that is,to carry out the chemical situational teaching purposefully,planned and step by step in the experimental class,and the level a2 is to carry out the chemical situational teaching unconsciously;the independent variable B is the student's gender,the level b1 is female,and the level b2 is male;the independent variable C is the student's temperament type,which is measured by the Temperament Scale,and the level c1 is male They were choleric type,multihematogenous type at level c2,mucinous type at level c3 and depressive type at level c4.The dependent variable was chemistry learning motivation,and the measurement score of Chemistry Learning Motivation Questionnaire of senior high school students was taken as the measurement index,the experimental class was single blind,and the control class was double blind.It is found that:(1)Consciously carrying out chemistry situational teaching can significantly improve the level of chemistry learning motivation of senior high school students.Among them,the dimensions of cognitive motivation and subsidiary motivation are significantly improved;(2)There are significant differences in the influence of consciously carrying out chemistry situational teaching on the level of chemistry learning motivation of high school students of different genders.Among them,compared with boys,girls have a higher increase in the level of chemistry learning motivation;(3)There are significant differences in the influence of consciously carrying out chemistry situational teaching on the level of chemistry learning motivation of high school students with different temperament types.Among them,the students with introverted temperament type have a higher increase in the level of chemistry learning motivation than those with extroverted temperament type.Therefore,in chemistry teaching,it is necessary to consciously set up teaching situations to effectively improve students' chemistry learning motivation level.Among them,it is also necessary to consider students' individual differences and implement differential teaching.