The Investigation Of Physics Cognitive Structure On Juniors And Teaching Strategy

Junior school education is a most important part for students' academic development,and it's also be a key step for the maturity in the growing.As the end of the compulsory education,and also as the starting point of the physical enlightenment education at the same time,how to improve the teaching efficiency in the limited time,how to achieve the teaching effect,how to promote student's physical thinking to complete their own development and academic achievement.It becomes a focus and urgent problem to be solved in the society.This paper,guided by cognitive structure theory in cognitive psychology,probes into the cognitive structure of junior high school students through the teaching experiments,and points out the shortcomings of the students in solving physical problems and applications.It gives a relative improvement through the acquisition from the data of cognitive structure related variables acquired.Then from the first teaching process standpoint,the study gives out teaching suggestions and programs.Firstly,on the basis of comprehensive literature,by reviewing the literature content at home and abroad,we define the cognitive structure and related concept definitions.Then,after the selection of junior high school students with different academic levels in the teaching,the study process of the variable composition of their physical cognitive structure was collected.The first step of the study is to analyze the students' learning situation at different levels through the results of the chapter test.The second step is to make data statistics and further analyze the structure of the students' static cognitive structure by recycling the results of the schema of the students' chapter physical concept map.The third step,students' dynamic function cognition is explored through cognitive flow chart.Fourth steps,through the setting of questionnaires statistics of the questionnaire data variables,the study analyzes the learning habits of students in different academic levels and compares the differences between students' academic gap.In order to promote and enhance the teaching,the study found four conclusions.The first one is that the differences in physical cognitive structure of students with different academic achievements are distinct,and the students' academic gap is closely related to the composition of the students'cognitive structure.Secondly,the construction of physical cognitive structure is influenced by the learning habits and other factors.Thirdly,the teaching strategy can correct the students to establish the correct physical cognition knot.Lastly,physical cognitive structure is influenced by classroom teaching,but it also affects the operation of classroom teaching.After that,the paper designs a feedback course for strategy improvement.Through the teaching evaluation of two components in the classroom,students and teachers,the feedback curriculum's effect is summarized and followed up.Combineing with feedback,the paper put forward four deficiencies.Firstly,the research sample source is relatively single,lacking of regional differences.Then,the research cycle is too short,lacking of long-term achievements as comparative reference.Thirdly,the study of the timeliness in classroom improvement needs to be verified.Lastly,the two groups of students in the study changed their academic achievements and had an impact on the reference.Finally,the author looks forward to the future development and application of the research in the current environment.He also affirms the trend of the development and changing in educational through psychology and the frontier of education.The author also gives his own opinions on the reform of basic physics education.