A Study On The Influencing Factors And Promotion Strategies Of Chemistry Learning Motivation Of Urban Junior Middle School Students

The strength of learning motivation is the key to learn a subject well,which is closely related to its later grades.With the advancement of urbanization in China,urban students will gradually become the mainstream group of junior middle school students in China.However,current researches on students' chemistry learning motivation mostly focus on rural groups and senior middle school students,while urban junior middle school students,an increasingly important group,have not received enough attention.It has been proved by experiments that there are different characteristics in chemistry learning motivation among middle school students in urban and rural areas,and the influencing factors and mechanisms are also different,so it cannot be generalized.Along with the advancement of urbanization,urban junior high school students in the parents' education,family economic conditions,the difference of school,there are significant differences in aspects and so on,leading to urban junior middle school students chemistry learning motivation exists obvious difference,for this situation,this study first six city school of junior middle school students to the chongqing Kowloon slope area of the differences in chemical learning motivation is analyzed,and on this basis,further to explore the influence factors of chemical learning motivation of urban junior high school students,and puts forward the corresponding urban junior middle school students chemistry learning motivation strategy.Method: this research mainly through six middle schools in chongqing municipality jiulongpo district,the questionnaire survey to 651 grade students collected city of chemistry in junior high school students learning motivation and influencing factors of the related data,this statistical analysis,based on the theory of learning motivation,interviews with the parents of the first-line teachers and communication for reference,put forward the corresponding chemical learning motivation strategy of ascension.The specific operation is as follows: First,the initial questionnaire prediction test is conducted on the tested samples,and 130 valid samples are collected.Based on the theory of internal and external learning motivation,the questionnaire is revised and a formal questionnaire is formed by combining student feedback and references.Then,a formal questionnaire survey was conducted in some classes of six middle schools in Jiulongpo District,Chongqing,and 651 valid samples were obtained.Then,confirmatory factor analysis and reliability analysis were used to test the reliability and validity of the questionnaire.Finally,descriptive statistics,one-way an OVA,correlation analysis and structural equation model were used to analyze and test the current situation of chemistry learning motivation of middle school students in cities.Results: The difference of schools will lead to the difference of chemistry learning motivation of middle school students in cities.Through the investigation,it is found that the learning motivation of students in key middle schools is significantly higher than that of ordinary middle schools,and there are obvious individual differences in the learning motivation of students in the same schools.The main factors that influence the chemistry learning motivation of middle school students in cities are as follows:(1)Parents' education background: the influence of mother's education background on chemistry learning motivation of middle school students is greater than that of their father.Among them,the education background of the mother has a significant positive influence on the chemistry learning motivation of junior high school students,while the education background of the father has a significant positive correlation with the chemistry learning motivation of junior high school students,but it does not have a significant influence on the overall model.(2)Subject value: The higher the subject value of junior high school students,the higher their learning motivation;(3)Teacher-student relationship: The better the relationship with the teacher,the stronger the chemistry learning motivation of the students;(4)Subject attribution:positive attribution has a significant positive effect on the chemistry learning motivation of urban junior high school students,while negative attribution has a significant negative effect on the chemistry learning motivation of urban junior high school students;(5)Self-efficacy of chemistry: Self-efficacy of chemistry has a significant positive impact on the chemistry learning motivation of middle school students in cities.Based on the results of empirical analysis and combining for more than one line and grade students in junior high school chemistry teachers and parents communication interviews,combining the author's own junior middle school chemistry teaching experience,based on learning motivation theory,from the school,family and society three aspects carries on the analysis,put forward the following cities the ascension of chemistry in junior high school students learning motivation strategy:(1)the discipline connotation,chemical quality,promoting the value of subjects;(2)Emotional motivation,internal drive,improve self-efficacy;(3)Positive attribution,self-stimulation and enhancement of learning motivation;(4)Democracy and equality,psychological integration,enhance the feelings of teachers and students;(5)Cooperation between family and school,with the same goals and joint efforts to nurture the future;(6)Information sharing and resource sharing to promote balanced education.