Investigation On Chemistry Subject Selection Of Senior High School Students Under The Background Of New College Entrance Examination

In 2014,the new college entrance examination reform was officially launched.The number of students taking chemistry has decreased in the provinces with the new "3+1+2" college entrance examination model,and the weakness of students’ science foundation has also emerged in the teaching of science and technology universities.Against this backdrop,the "Guidelines on Subject Requirements for Undergraduate Admission to Universities(General Version)" was promulgated in 2021,which clearly raises the status of two subjects,Physics and Chemistry.In order to understand the impact of the "3+3" college entrance examination model on the teaching of chemistry in high school,this study conducted a questionnaire survey among high school students and interviews with chemistry teachers to understand the psychological development paths of students and teachers in the process of subject selection,to explore the reasons why high school students choose chemistry under the background of the new college entrance examination and the reasons that prevent them from choosing chemistry,to reveal The study will also reveal the shortcomings of chemistry education today and provide frontline educators with accessible and usable teaching suggestions.Firstly,the specific requirements of the subject selection document are taken into account,with particular attention to the new requirements for a bundled policy for physics and chemistry subjects.Based on this research background,we summarise the existing studies on the current situation of students’ subject selection and the influencing factors in the literature,and identify the research objectives,research questions and research tasks.The core concepts of "subject selection in chemistry in the context of the new college entrance examination" and "factors influencing subject selection in chemistry" are defined,and "social cognitive career theory" is used as the theoretical basis for the study.After that,a questionnaire was developed and pilot tested.This study was conducted mainly by questionnaire method,combined with interview method in a sample of 3 high schools of different levels in 2 cities in Shandong Province.Based on the understanding of high school students’ choice of chemistry subjects,problems in teaching chemistry reflected by them were identified.The questionnaire was developed to understand senior year students’ propensity to choose a chemistry subject from four dimensions: understanding the subject selection system,propensity to choose a subject,information about chemistry subject selection and confusion about chemistry learning.The five dimensions of subject selection system understanding,chemistry subject perception,influencing factors,chemistry selection decision process and chemistry learning difficulties and classroom suggestions were used to understand the current situation of chemistry selection among the second year students,and the important factors influencing career decision such as interest,self-efficacy,outcome expectation and learning experience from the social cognitive career theory were selected as the factors influencing students’ chemistry selection.From the five dimensions of chemical learning results satisfaction,chemical teaching quality satisfaction,chemical value satisfaction,recommendation of selected examination intentions,and chemical cognitive transformation,compile chemistry selection results satisfaction questionnaires to understand the freshman of the selection chemistry The degree of satisfaction with high school chemistry learning experience is to explore problems existing in high school chemistry teaching.The results of the survey on the intention to take Chemistry show that over 60% of senior students tend to take Chemistry,and that students have a relatively strong intention to take Chemistry.There were significant differences in the intention to take chemistry by gender and by chemistry grades: boys were more likely to take chemistry than girls,and students with high grades were more likely to choose chemistry as their senior subject.The results of the survey on the current state of chemistry subject selection show the results expected i.e.students’ self-oriented assessment as the primary factor influencing students’ chemistry subject selection,students’ perception of their ability to learn chemistry and the interest in learning chemistry dimension in which interest in learning chemistry is a strong influencing factor.Students’ knowledge of the subject selection system and their knowledge of chemistry were significantly higher in urban high schools than in county high schools,and students in urban high schools were more likely than students in county high schools to be influenced by outcome expectations and their interest in chemistry when taking chemistry.The results of the survey on satisfaction with the results of chemistry selection showed that high school graduates who took chemistry were generally more satisfied with their chemistry studies in high school,but that the lack of clarity about the difficulty of the subject posed some difficulties in learning after the selection of the subject.Based on the results of the student questionnaire and interview data,we analyse the current dilemmas in chemistry teaching and chemistry subject selection,and make corresponding suggestions.Compared to previous survey results,this survey has 2 new and important findings:Firstly,the poor interface between junior and senior chemistry poses a barrier to students’ chemistry subject selection.Teachers neglected the need and importance of bridging junior and senior chemistry teaching,and students’ low self-efficacy in learning chemistry.Under the premise of subject selection,students’ low self-efficacy means that they may not choose chemistry at a later stage.Second,students’ approval of the physical chemistry bundle policy is low.Although chemistry teachers were more in agreement that the physical chemistry bundle would help to improve students’ foundation in science studies,students were not yet able to understand the importance of this decision and felt that the new guidelines had been issued to limit their choices.