An Investigation And Analysis Of Middle School Students' Physical Learning

Physics learning emotion is all sorts of attitude and inner experience of theconcept, theory, methods produced by the students when they are learning physics.Good physics learning emotion is helpful not only to arouse the students’ curiosityand thirst for knowledge of physics, but also to promote student’s physics learningand teachers’ physical teaching.With the deepening of quality education research and the promoting of newcurriculum reform, the related problem of students’ learning emotion are giveattention more and more by educators in our country. But based on the existingrelated literature students’ discipline learning emotion mainly focus on qualitativestudy of students in a particular subject in the learning process of the characteristicsof mood or emotion. Quantitative studies and research on physics learning emotionare much rarer. Most lack full expression of physics learning emotion target system.Based on the above deficiencies previous literature investigation, taking middleschool students as subjects, we first gives a complete representation of physicslearning emotion goals architecture. Then we use the questionnaire survey and theeducation statistics method empirically to study the present situation and influencefactors of middle school students’ physics learning emotion, as well as therelationship between the middle school students’ physics learning emotion and itsinfluence factors. The main conclusions are listed as follows:(A)The present situation of middle school students’ physics learning emotion(1)The middle school students’ physics learning emotion status is good, andthere are relatively balanced developments in the physics sense of learning interest,sense of self-control, self-esteem, sense of value, sense of accomplishment．But weshould pay attention to the cultivation of middle school students’ physics sense oflearning value;(2) The physics learning emotion of girls are better than that of boys, in whichthe girls in physics learning self-control and self-esteem are better than boys, theboy’s interest in physics learning sense and a sense of achievement are better thangirls. There has no significant difference between boys and girls in the physics senseof learning value;(3)With the increasing of grade, middle school students’ physics learningemotion situation shows a declining trend;(4)The countryside student’s physics learning emotion situation is worse thanthe city and county students, but their self-esteem and sense of worth on physicslearning are better than the city and county students;(5)Physics academic excellence and good middle school students’ physics learning emotion situation are better than the physics academic medium and lowgrades of middle school students’.(B)The influence factors of middle school students’ physics learning emotion(1) The physics learning emotion factors have positive functions to middleschool students’ physics learning emotion;(2) Parents factors to girls’ physics learning emotion impact is better than boys.But learning content factors to boys’ physics learning emotion impact are better thangirls. Other influencing factor to male and female students’ physics learning emotionhas no significant difference;(3)With the increase of grade, various factors to middle school students’ physicslearning emotion impact has been gradually declining, but parents factors to highschool seniors’ physical learning emotion impact better than other grades students,teacher factors to low grade students’ physics learning emotion is better than highgrade students;(4) All the factors affecting on rural students physics emotional are larger thanthe city and county students, but parents factors on the influence degree of the ruralstudents physics learning emotion are smaller than the city and county students, andlearning achievement and teacher factors the influence degree on rural studentsphysics learning emotion are larger than the city and county students;(5)Factors affecting positive impact on the middle school students’ physicslearning emotion with the enhancement of their physics achievement increases.(C)The relationship between the middle school students’ physics learningemotion and its influence factors(1)The correlation between different physics learning emotional factors andphysics learning emotion factors is different;(2)There is a significant multiple linear relationship between physics learninginterest and physics learning emotional factors, such as parents, teachers, learningcontent, students;(3)There is a significant multiple linear relationship between physics learningself-control and physics learning emotional factors, such as teachers, learningcontent;(4)There is a significant multiple linear relationship between physics learningself-esteem and a sense of physics learning emotional factors, such as learningachievement, parents, teachers;(5)There is a significant multiple linear relationship between physics learningvalue and physics learning emotional factors, such as learning achievement,teachers, learning content, students;(6)There is a significant multiple linear relationship between physics learningachievement and physics learning emotional factors, such as learning achievement,parents, teachers, students.