Influence Factors in Chemistry Learning Transition Between Junior and Senior High School
MA Wei1, WU Han-Qing2
1. The Branch of Beijing No.5 Middle School, Beijing 100009, China;
2. Institute of Chemical Education, Capital Normal University, Beijing 100048, China
Abstract This paper used self compiled questionnaire to investigate the influence factors of 254 students' chemistry learning connection between junior and senior high school in the first grade of one demonstrative senior high school in Beijing. The results showed that the main influence factors were the learning interests and pressure, the difficulty of knowledge and homework, the ways of thinking and so on which took the chemical experiments as the main carrier. Although there were no significant differences in academic achievements between boys and girls, boys were more confident than girls. Boys more expected independent inquiry ways to learn, while girls preferred to lecture-based teaching methods. Boys attributed their success to individual efforts, while girls attributed their success to personal abilities. Moreover, this paper suggested that chemistry teaching methods should be reformed to promote students' learning, teachers should pay attention to students' foundation, quantity and quality of homework, enhance learning confidence based on gender differences, take chemical experiments as the core carrier to cultivate students' scientific literacy.
MA Wei, WU Han-Qing. Influence Factors in Chemistry Learning Transition Between Junior and Senior High School[J]. Chinese Journal of Chemical Education, 2017, 38(7): 22-28.
