A Study On The Status Quo And The Promotion Strategies Of High School Students' Self-diagnosis Ability Of Chemistry Learning

High school students' self-diagnosis ability of chemistry learning refer to the psychological quality that students have during the learning process, combined with the uniqueness of the content of disciplines, languages, and the discipline thinking, regard their learning situation as the object of the diagnosis, take a certain way, to make the judge on the status quo and the causes of creating obstacles. It is also an overall quality that established on the knowledge of chemistry and subject thinking.It is an inevitable trend for the development of school education to guide the high school students to improve the self-diagnosis ability of chemistry learning. It is the inherent demand of the students' individual growth. Therefore, this paper studies five core issues through literature, study investigation and experimentation: what is the self-diagnosis ability of chemistry learning? Why do we need to cultivate and improve the students' self-diagnosis ability of chemistry learning? How to evaluate the students'self-diagnosis ability of chemistry learning? What is the status quo of high school students' self-diagnosis ability of chemistry learning? How to effectively guide students to enhance self-diagnosis ability of chemistry learning?The research paper is divided into five parts: The first part is the research overview,which mainly describes the background and significance of the research, the research content, the research methods, and survey of demographic variables. The second part is the literature review, which elaborates the core concept "self-diagnosis ability of chemistry learning", combined with scholars' understanding of diagnosis, and then make a comprehensive comment on the study and related research. The third part is analysis of the status quo of high school students' self-diagnosis ability,which describes the reliability and validity of the questionnaire survey, the data of the questionnaire survey and the examination error, the influencing factors of self-diagnosis ability, and the correlation with academic performance. In the fourth part, the promotion strategies of high school students' self-diagnosis ability of chemistry learning are combined with the problems found in the survey, and the strategies to guide students to improve their self-diagnosis ability are put forward from the teacher's point of view, and the representative strategies are selected to carry out teaching experiments and verify the implementation of the strategy effectiveness. The fifth part concludes and discusses the previous analysis, introducing the conclusion, innovation and deficiency.The conclusions are as follows:1. Students are relatively more concerned about learning self-diagnosis, but the practice methods and the ability is relatively lacking, as well as the lack of necessary guidance. At the same time,the difference between the classroom inside and outside is relatively large, and they are usually short of autonomy. In the process of specific implementation of the diagnosis, the prevailing problems are that the basic knowledge is relatively weak, the diagnosis is not comprehensive and not in-depth, the strategy improved is not specific and so on.2. The high school students' self - diagnostic ability of chemistry learning, as a kind of meta - learning ability, is positively correlated with the academic achievement of students, and with the students' grade increasing, the correlation gradually increases. This ability is mainly related to the student's grade and student level. As the increase of the student grade and student level, their diagnostic abilities are growing gradually.3. From the perspective of teachers, this paper proposed three strategies to enhance students' self - diagnostic ability of chemistry learning, that is, to stimulate interest in learning and develop the habit of self-diagnosis; to optimize the arrangement .of homework and encourage students to cooperate with each other; to stay out of their learning space and cleverly use of self-diagnosis scales.This study combines the background of the current reform of the new college entrance examination, and systematically studies the status quo of students' self ?diagnostic ability of chemistry learning. It has made breakthroughs in the selection of samples and research depth of the study, which has a certain reference value to chemistry teaching.