Research On The Application Of Incentive Strategies In Senior High School Chemistry Teaching

With the development of the new curriculum reform,more and more teachers realize motivation is very important.Most senior school teachers will use incentive strategies in the unconscious,but there is no systematic understanding of the definition,classification and use of incentive way.Therefore,it is of great significance to study how to stimulate students' learning motivation and improve their autonomous learning ability.In this paper,Research the application of incentive strategies in senior high school chemistry teaching by literature research,interviews,experiments and questionnaire survey method.The full text is divided into five parts.The first part is the introduction.The author firstly elaborates the background and significance,and then on the "incentive strategy" to the domestic and foreign study in recent years were collected,described the domestic and foreign "incentive strategy" of the development process and classified research status,finally presents the research contents and methods.The second part is the theoretical basis of the research: it introduces the relevant theories of "incentive strategy",and analyzes the application and value of it in teaching.The third part is the research on the motivation strategies of chemistry teaching.According to the relevant literature and the results of interviews with chemistry teachers in middle school,this paper classifies the motivation strategies of chemistry teaching,and makes a case study.Among them,the incentive strategy of chemistry subject is more prominent in the characteristics of chemistry.The fourth part of the empirical research.The author applies the incentive strategy systematically in the teaching practice,which aims to prove the influence of the incentive strategy to the students through the data.Through the questionnaire survey,paper pen test and classroomobservation way to change the students' learning initiative,learning behavior and academic achievement,the experimental results were analyzed and compared with Excel and SPSS statistical software.The results showed that there were significant differences between the experimental class and the control class in learning initiative and learning achievement.In the aspect of students' academic achievements,the performance of the students in the experimental class is especially prominent.The fifth part is the conclusion and reflection.The experimental results show that: compared with the control class,the students in the experimental class have significant differences in learning initiative and learning achievement.In the aspect of students' academic achievements,the performance of the students in the experimental class is more obvious.Finally,according to the research results,some suggestions about chemistry teaching are put forward.