Stratified Walking Teaching Based On Different "Combination Of Examinations" Influence Of High School Students’ Motivation In Chemistry Learning

Stratified class teaching is based on the individual development of students,and its implementation is an important measure for the reform of the new curriculum and the reform of the new college entrance examination.Learning motivation plays an important role in student learning activities.The new college entrance examination,which is currently being trialed,has given students the right to choose and has inspired students’ willingness to take the initiative to learn.Therefore,I have carried out investigations and studies on the motives of chemistry learning for high school students who have conducted stratified classes based on different "selected test combinations" in order to provide some references for the reform of the new college entrance examination and the new curriculum reform.Based on the relevant research results both at home and abroad,the paper uses empirical research methods to conduct a questionnaire survey on more than 500 students in a High School of Xiaoshan District in Hangzhou to understand the status quo of high school students’motivation in chemistry learning.And analyzed by using SPSS 20.0 software,focusing on analyzing the differences in motivation of high school students in different combinations of the same grade and the same combination of the different grades.At the same time,the paper uses the interview investigation and classroom observation to analyse the possible causes of differences.The research shows that:(1)Under the Stratified walking teaching based on different "test combinations",high school students’ overall motivation for chemistry learning is stronger,and the motivation of chemistry learning of sophomores is slightly stronger than that of flrst-year students.(2)There is a certain difference in the motivation of chemistry learning among the high school students of the same test group at different grades.The possible factors influencing the motivation of chemistry learning in the same test group at different grades are the teacher-student relationship,self-efficacy and the attribution of success or failure.(3)There is no significant difference in the subsidiary motivation among the students in the first year of different test combinations,but there are significant differences in cognitive motivation,self-improvement motivation and achievement motivation.The possible factors influencing the motivation of chemistry learning in the first year different candidates who wish to participate in the combination test are teacher-student relationship,self-efficacy,and attribution of success or failure.(4)There are significant differences in the subsidiary motivation among the students in the second grade of senior high school,but there is no significant difference in cognitive motivation,self-improvement motivation and achievement motivation.The possible factors that influence the motivation of chemistry learning in the second year senior high school students are self-efficacy,chemical values and attribution of success or failure.Aiming at the present situation of senior high school students’chemistry learning motivation based on the different "combination of exams",this paper proposes the following strategies and methods to stimulate and cultivate high school chemistry learning motivation:(1)to stimulate students’ interest in chemistry learning;(2)to build a friendly and harmonious relationship between teachers and students;(3)to improve students’ sense of self-efficacy;(4)to develop students’ correct chemistry values;(5)to guide students to make positive attributions.