Non-intelligence Factor Analysis And Optimization Strategy Of Chemical Learning Disabilities In Senior One

The education of senior high school plays an important part in the system of basic education in China and it is a connecting stage of the preceding and the following in the field of Chinese education.Given that the first year in senior high school is of significance,teachers should place more emphasis on it in order to help students learn well.Compared with other subjects,chemistry leaning is quite different from that of the junior middle school because of its complex and trial knowledge system.Facing different subjects learning,senior high school students have disabilities in getting the hang of the right learning methods so that they make the efficiency of learning fade.Therefore,there is an increase in the number of students who have chemistry learning disabilities and problems as time goes by.What highlights the problem directly is that less than half of senior high school students choose to learn chemistry according to the result of subject selection of the reform of college entrance examination during the first year in Fujian Province.Based on the requirement of college entrance examination and the instruction of New Curriculum Standard,redefine the barriers to chemical learning disabilities and this thesis lays emphasis on non-intellectual factors which have impact on chemistry learning disabilities.The research five-level strategies which includes interest,affection,motivation,volition and attitude to tackle chemistry learning disabilities under the guidance of the humanistic education theory,the theory of IN incorporation the theory of misconceptions.The research applies 15 pertinently effective strategies into experiment to deal with the problems mentioned above,using literature review,questionnaire,comparative study method and case study method.After analyzing the result of subject selection among several senior high schools in Zhangzhou,Fujian Province,the researcher conduct a random sampling of students in Grade Two of Zhangzhou No.1 Senior High School so as to testify whether there is a certain connection between the selection of chemistry in collage entrance examination and chemistry learning disabilities,and then find out non-intellectual factors which are in relation to chemistry learning disabilities.The researcher designs a questionnaire in order to know the exact non-intellectual factors in chemistry learning.Based on the result of questionnaire,the researcher analyzes and sorts out some beneficial learning strategies to optimize non-intellectual factors in chemistry learning.During the 4 months' observation,the researcher finds that students make much progress than before based on the analysis of the pre-test,the post-test as well as two monthly tests in September and November.According to the case analysis,students' feedback shows that these optimized strategies are good for students to solve chemistry learning disabilities and to improve their learning.Therefore,15 strategies offered by the research are conducive to students' chemistry learning,giving full play to the advantages of the subject,using the chemistry experiment to mobilize interest,objective self-evaluation to alleviate negative emotion,successful experience of stimulating learning motivation,pre-class study,after-class review,problem sorting,sample collection,homework reflection,proper noun collection and so on,to name but a few.On the one hand,students can reap benefits from these strategies in order to promote their learning.On the other hand,these strategies can offer senior high school chemistry teachers some teaching inspiration so as to increase students' learning interest and help them learn well in the future.