A Study Of The Development Of Senior High School Students' Chemistry Learning Motivation

Chemistry learning motivation refers to a kind of study intendfor chemistry on the basis of some sort of needs. It has theactivating, orienting and intensifying function in chemistry study.It has a direct influence on chemistry study attitudes, strategiesand results. Now great importance has been attached to the functionof learning motivation in learning process. Therefore, theinitiation and maintenance of chemistry learning motivation shallbe carried out in the whole process of chemistry teaching to arousestudents' enthusiasm and achieve their full development. Given theunsatisfactory status quo of the chemistry learning motivation amongsenior high school students, this paper attempts to propose thepractical teaching strategies for developing students' chemistrylearning motivation on the basis of the analysis of questionnaireresults and the first hand knowledge, with a view to optimizingsenior high school student's chemistry learning motivation.This paper includes six parts. Part I stresses the significanceof this study. It is based on the analysis of the importance oflearning motivation, the status quo of chemistry learning motivationand the requirements of quality-oriented education. This study aimsto discuss the instructional strategies for developing students'learning motivation in chemistry teaching by applying theories andmethods of motivation theory. It tries to investigate the presentsituation and influences of chemistry learning motivation amongsenior high school On the basis of this, it aims to make strategiesin accordance with the characteristics of chemistry teaching toinitiate students' interest and develop their cognitive motivation.It offers psychological guidance to students with inappropriateattribution and enables them to make positive attribution, so as toachieve the optimization of students' chemistry learning motivationand accumulates the practical experiences for quality-orientededucation.Part II makes a review of motivation theory and learningmotivation theory and briefly surveys the present studies oflearning motivation. The initiation and optimization of learningmotivation is a hot topic in psycho-pedagogy. But most studies atpresent are limited to pure theoretical studies or surveys andanalysis of learning motivation. Researches on how to developstudents' learning motivation in specific subject teaching are veryrare and there are no operational instructional strategies.In Part III, a survey is made on chemistry learning motivation.The data analysis demonstrates that the motivations of most studentsare good, but there are still some problems. There are some studentswhose intrinsic motivation is insufficient and external motivationis too strong. In particular, there are some students who sufferingfrom forced motivation and being faced with great pressure have losttheir interest in chemistry and study. A comparison made in thissurvey between the excellent students and the backward studentsshows that there are great differences between them in their studyinterest, study attitude and study attribution. It concludes thatit is imperative to develop students' motivation in order to improvethe quality of chemistry teaching.In Part IV, the practical instruction strategies for developinglearning motivation are discussed. The first is initiatingstudents' study interest in accordance with the characteristics ofchemistry. The second is creating problem situation to stimulatestudents' curiosity. The third is to offer guidance to students withinappropriate attribution and help them make positive attribution.Other strategies are not discussed in this thesis. In Part V, theeffects of teaching experiments are tested. The data analysis showsthat the instructional strategies have led to very positive effects.The weak points of this study are also analyzed in this part.