Research For High School Student's Physical Academic Emotion

Physical academic emotion is students experienced emotion during their physics learning, Which influenced students'motivation of physics learning, interest of physics learning, strategy of physics learning, and achievement of physics learning etc.The positive physical academic emotion is helpful to stimulates student's physical learning interest and the learning motive, promotes student's physics thinking activity and the cognition process, guarantees the independent learning effectively carries on, thus builds the solid foundation for the student learning progress.Otherwise, the negative academic emotion counteracts study progressive.In addition, the physical academic emotion is also affected in the certain degree by the learning content, the learning way, the learning motive, the learning interest, the learning strategy, attribution, the self- efficiency as well as physics academic achievement and so on.Especially on the just beginning of implementing physics new curriculum in the junior middle school, the student frequently can have some emotion problems when they face the new learning material, the new learning method as well as the new study pressure etc. If wants to help the student learn physics, enhance physics academic achievement, the teacher must understand the produces and the change rule of physical academic emotion, as well as the factors which influence the physical academic emotion, and take this as the foundation and basis of helpling the student effectively regulate their physical academic emotion.However, as a result of traditional study theory limitation as well as emotion research complexity, since long ago, people often only pay attention to the development of student cognition ability, to student emotion less, to the student academic emotion too less, and the discipline academic emotion research also nearly is at the blank condition.In order to make up this vacancy of theoretics research, it is necessary to research academic emotion from discipline teaching aspect.In the foundation of understanding lots of domestic and foreign correlative research, this article designed a classroom physical academic emotion questionnaire and a extracurricular physical academic emotion questionnaire following the questionnaire designeding principle and the procedure, made these two questionnaires as the tool to investigate the Junior middle school students' physical academic emotion, analyzed the students' emotional' behave, its major related factors and the relation between the academic emotion and the related factors in the situation of the physics classroom learning, physical extracurricular learning and physics test, and take the statistical analysis obtained result as the theory basis, put forward the practical feasible proposal for the physical teaching.The full text is divided into six chapters: theory summary, research design, middle-school student's physical academic emotion questionnaire design, investigation and analysis of middle-school student's physical academic emotion, enlightenment for physics teaching form research findings, research reconsideration and so on.The research findings contain the following conclusion:1,The classroom physical academic emotion, the extracurricular physical academic emotion and the physical test academic emotion scores basically conforms to the standard normal distribution.2,The classroom physical academic emotion, the extracurricular physical academic emotion and the physical test academic emotion does not have the sex difference, the grade difference, but has the obvious interscholastic difference.3,The classroom physical academic emotion positively, obviously and Independently correlates with physics academic achievement, earnest degree in physics classroom learning, initiative degree in physics classroom, affection degree to the physics teacher, teacher's appraisal to student, negatively, obviously and Independently correlates with passive degree in physics classroom learning. These mean that classroom physical academic emotion mutually affects with these factors, and classroom physical academic emotion and these mutually becomes the causes and effects.4,The extracurricular physical academic emotion positively, obviously and Independently correlates with self- appraisal to physics learning achievement, physics learning interest, initiative degree in physics classroom and companion appraisal, negatively, obviously and Independently correlates with passive degree in physics learning and genearch's severe degree to students physics learning. The extracurricular physical academic emotion and these factors affects with each other, are the cause and effect mutually.5,The physical test academic emotion positively, obviously and Independently correlates with self- appraisal to physics learning achievement, physics academic achievement, negatively, obviously and Independently correlates with earnest degree in physics classroom and genearch's severe degree to students physics learning.The physical test academic emotion mutually affects with these factors.