On Cognitive Factors Concerning Students Of Physics Learning Disabilities In Junior High School And Effective Teaching Strategies

The fundamental aim of physics teaching in secondary school is to promote all students'scientific attainment and meet their life-time developing demand. Physics teachers should make all the students develop healthily, especially students of physics learning disabilities who take a big proportion in junior high school. This phenomenon influences the all-round improvement of educational quality; what's more, some of those underachievers have unhealthy mentality and obstacles in action because of leaming disability. The research of physics learning disabilities will be helpful in improving the quality of the physics teaching and promoting the quality-oriented education.The project chooses the students of physics learning disabilities from three middle schools in Changsha and two middle schools in Shaodong as research object, and proposes the solutions thoeretically and practically. It is directed by the cognitive theory, with the adoption of the methods of qualitative and quantitative research which mainly include the methods of literature, questionnaire, causal analysis, inductive, and etc. With regard to the junior high students' physical and mental health, cognitive level and physics study condition, the author designs a sheet of "an cognitive analysis of physics learning disabilities" questionnaire which has a good reliability, validity and discrimination index from cognitive psychology, cognitive ability and metacognitive ability, and desposes the statistical result quantitatively, thus analyzes and summarizes cognitive factors which rusult in the formation of physics learning disabilities, finally proposes teaching strategies for the underachievers'improvement in learning physics in junior high school.In cognitive pschology, teachers should stimulate these underachievers' motivation and interest in learning physics, cultivate their good will quality and study habit, enlighten their experience on positive emotion, guide them with correct methods of learning physics;in developing metacognitive ability, teachers should impart relative knowledge about metacognition to the underachievers, give them positive metacognitive experience, control and regulate the process of physics studying, improve their reflective ability; in developing cognitive ability, teachers should reinforce the education of physics conception and law, improve the students' comprehension and ability to obtain information so as to develop their ability to analyze and solve problems. The author's teaching practice proves that if we care more and concern more to the students of physics learning disabilities, update our teaching conception and imporve teaching methods, these sudents could be converted in certain degree.