Research On The Flow Experience Of High School Students In Chemistry Learning

In the process of high school chemistry learning,students have certain difficulties in learning metal elements and their compounds,because the knowledge of metal elements and their compounds is extensive and not strongly structured,which makes students feel afraid of difficulties,so it is important to improve the learning experience of students in the learning process.Studies have shown that there is a positive correlation between the positive emotions of flow experience and learning effect,and flow experience refers to a positive psychological state in which students are immersed in learning during the learning process,which contains six measurable dimensions:attention,loss of self-awareness,integration of action and consciousness,sense of control,pleasurable experience,and time distortion.Flow antecedents affect the level of flow experience and consist of three factors: clear goals,timely feedback,and challenge and skill balance.Therefore,this study mainly studies the relationship between flow antecedents,flow experience and learning effect,and the conclusions of the study are as follows.(1)In traditional teaching,students’ feelings about the antecedents of flow and the level of flow experience in the learning process of students are all at the medium level,and there is still some room for improvement;(2)Students’ feelings about flow antecedents will indirectly affect the learning effect of metal elements and their compound theme learning by affecting the level of flow experience,including a total of 8 impact paths;(3)The homework design based on the flow experience theory model is effective,and students’ feelings about flow antecedents,students’ flow experience and learning effect in the learning process are significantly improved,which verifies the relationship between flow antecedents,flow experience and learning effect from the practical level,and also provides a reference for future homework design.This study theoretically analyzes the relationship between flow antecedents,flow experience and learning effect,and also confirms the mediating role of flow experience from teaching practice.Therefore,in the future teaching process,clear goals can be set so that students can clearly know the learning tasks and learning objectives;In addition,timely learning feedback should also be given to students in the teaching process,so that students can adjust their learning status in time;At the same time,the difficulty of tasks or homework set in the teaching process requires students’ ability to be equal,so as to promote students to improve their learning ability in the process of completing tasks.In general,in actual teaching,we should focus on students’ psychological state,create a good learning atmosphere,so that students have a good learning experience,and then improve their learning ability and subject literacy.