The Research About High Student Chemistry Study Dine

It is a very general phenomenon that senior students studying chemistry at the side branches exist in the reality. In the actual teaching work, many of the students, teachers and parents are deeply troubled by it. In order to improve the situation that the high school students learn chemistry side branches, get a comprehensive development phase in high school, reduce the psychological pressure on students with chemical side branches, and avoid the adverse effects arising from the development of students, This research starts from the chemical dine to search Senior students t psychology, explore subjective factors affecting students’ chemistry learning dine, and then put forward specific proposals for Senior students to learn chemistry side branches.In order to study of the characteristics of dine students in different dimensions, the study regards higher chemical dine students as the research object, with its test scores as the research basis. First, after the literature review of the literature of home and abroad, I definite the "dine" and "dine students", put forward two matters that Learning difficulties and dine are different and learning to dine is not equal to each discipline result difference is big needing attention in the study and determine the research object of this study. Second, using Senior students study chemistry dine interview outline (teacher), and "dine Senior students chemistry learning interview outline (student) study the middle school chemistry teachers and chemical dine students in structured interviews determines the subjective evaluation of research. I generalize teachers’and students’basic attitude towards higher chemistry learning to dine. At sametime,I regard the interviews as a supplementary investigation about the present situation of senior chemistry learning to dine. Then, I use the high student disciplinary preference questionnaire as a research tool to study eligible subjects. And I use software to process the data of questionnaire and analyze and comprise the subjective evaluation index with gender and belongs to the class as variables. Finally, in order to improve the condition of high student study chemistry dines. I put forward a certain Suggestions on the basis of investigation and study.Research conclusions:(1) Senior students’chemistry learning dine condition exists and we need students and teachers to give attention; (2) The students of different gender differences in dine ratio exist; (3)Belong to different classes of students exist differences in rate of dine; (4) The higher chemical dine students in attitudes towards its advantage on the course and chemistry course is different; (5)In the advantages of subjects questionnaire, a chemical dine differences between students of different gender students score, that shows men’s and women’s different attitudes towards its superiority subject;(6) In the chemical questionnaire, a chemical dine differences between students of different gender students score, that shows men’s and women’s different attitudes towards chemistry;(7) In superiority subject questionnaire, higher chemical dine have differences of different types of classes students score and shows major work class students dine and dine students for its advantages of parallel class attitudes held by different subjects;(8) In chemical questionnaire, higher chemical dine have differences of different types of classes students score and shows major work class students dine and dine students for its advantages of parallel class attitudes held by chemistry;(9)There are significant differences in boys’ and girls’ cognitive dimension, emotional dimension, desiderative dimension, efficiency dimension and tactical dimension that high chemical dine students treat the advantages subjects; (10) There are significant differences in boys’ and girls’ cognitive dimension and desiderative dimensions that high chemical dine students treat chemistry; (11) There are significant differences in desiderative dimensions in major work class and the parallel class students;(12) There are significant differences in cognitive dimension, desiderative dimension and efficiency dimension between major work class and the parallel class students that towards chemistry.