Research On The Difference Of Chemistry Learning Motivation Between Urban And Rural Middle School Students

Learning motivation is a complicated system which is composed of a variety of non-intelligence factors such as learning needs, learning interest, it has a directed, excited and sustaining effect on the students’learning activities. At the same time, students’learning motivation is also influenced by various internal and external factors. In recent years, with the further implementation and development of new curriculum reform, chemistry teaching in middle school has a breakthrough progress in many aspects, presentation of teaching content and organization of teaching activities have become rich and colorful. What’s more, the emphasize of students’subjectivity in the teaching activities is also greatly stimulate and promote the students’learning motivation. However, due to the unbalanced development in economy and culture, the difference in education investment, urban and rural middle school students’learning motivation also exist certain differences.This study aim to finding out if there is a difference between urban and rural middle school students’learning motivation, and the differences in what aspects. In order to explore the possible cause of the differences form the perspective of teachers, we also interviewed the urban and rural chemistry teachers.Refer to the existing learning motivation scale,this study compiled the chemical learning motivation questionnaire for middle school students. The investigation carried out mainly from six aspects, which are direct needs, indirect needs, interest in learning, personality traits, emotion and will, the influence of the external environment, to surveying urban and rural middle school students’learning motivation. By using the SPSS17.0, the statistical analysis of the survey draw the following conclusions:1.The urban middle school students’chemistry learning motivation significantly higher than the rural middle school students. Personality traits, such as self-confidence, ambition and self-esteem is the main factor affecting the urban and rural middle school students’chemistry learning motivation. And the main factor leading to the lack of chemistry learning motivation between urban and rural middle school students is the shortage of perseverance and willpower in chemistry learning.2.The urban middle school students’chemistry learning interest is larger than the rural middle school students,and they also have more confidence, perseverance and willpower in chemistry learning.3.As to the reason why their chemical result isn’t satisfying, urban and rural middle school students all boil down to not enough endeavor. But,urban middle school students have greater tendency than rural middle school students in this aspect.4.Both urban and rural middle school students think the biggest cause of chemistry learning difficulty is the abstract chemical theory. In addition, in the cause of learning difficulties, rural middle school students have greater tendency than urban middle school students in having no learning interest, incapable doing experiment, don’t understand what teacher says in class.According to the conclusion, the differences of chemistry learning motivation between urban and rural middle school students can be seen out, and teachers can take targeted measures to improve and enhance the students’learning motivation in chemistry teaching activities.In this paper, the first part is the research background, mainly discusses the raise of the problem, and the research purpose and meaning.The second part is the literature review, mainly expounds the theory of chemical learning motivation, the specific research about this study, the dimension that will be investigated, and the related research about the difference of urban and rural education,and the shortage of the existing research.The third part is practice research and statistical analysis of survey data,including research contents, research methods, research hypothesis, the formation and specific composition of the questionnaire, etc.What’s more,this part also analysis the similarities and differences of chemistry learning motivation between urban and rural middle school students.The fourth part is the conclusion,insufficient and prospects of the research, besides a summary on the statistical analysis result, the insufficient and prospects of the research also have been pointed out.