A Study On Strategies And Causes Of Physics Learning In Middle School Students In GuiZhou Province

Physics learning Strategies of 1062 students in 20 middle schools in Guizhou Province as subjects is discussed. We establish the middle school students'physics learning strategies scales which includes 8 dimensions,79 items based on questionnaires and interviews. Physics learning strategies and causes in classes, grades, sexes and nationalities are discussed. Through the interviews and analysis of subjects, we come to the following conclusions:(1)On the whole, physics learning strategies of middle school students are medium, in which the highest is physics cognitive strategy, followed by physics emotional strategy, physics metacognitive strategy is the third and resources management strategy is the lowest.(2)Obvious differences of all learning strategies of middle school students exist in sexes, and the male's are higher.(3There's no obvious differences of learning strategies of middle school students existing in nationalities, but minority students'emotional strategies are higher.(4)Obvious differences of physics metacognitive strategy and physics cognitive strategy of middle school students exist in sexes in every grade, and male's score is higher than female's in grade two and grade three of junior students; male's score is lower than female's in grade one and grade two of senior students; obvious differences of physics emotional strategy and physics resources strategy exist in sexes in grade two of junior students, and male's score is higher than female's. But this difference doesn't exist in other grades. On the whole, obvious differences of physics learning strategies of middle school students exist in sexes in every grade.(5)Teacher is the most important influent factor for students'physics learning strategies, student factor is less, the environmental factor's influence is the lowest, which have remarkable prediction to the middle school students'physics learning strategies.(6) There's no obvious differences of physics metacognitive strategy and physics cognitive strategy of middle school students existing in grade three of junior students and grade two of senior students, but existing in other grades; There are obvious differences of emotional strategy existing in grade two of junior students and grade two of senior students, but no existing in other grades; There's no obvious differences of physics resource management strategy existing in grade two of junior students and other grades, but existing in other grades; There's no obvious differences of all learning strategies existing in grade three of junior students and grade two of senior students, but existing in other grades.(7)Obvious differences in the student factor of the middle school students exist in sexes, but no obvious differences in the teacher and environment factors.(8)There are obvious differences in the student factor and environment factor of the middle school students between junior and senior students, and junior students are higher, but no obvious differences in the teacher factor between junior and senior students.(9)The middle school students'physics learning strategies are related to the causes, and the R2 of it is above 0.97, and the linear relation is very significant.