An Empirical Study On The Physical Exercises Of Middle School

In recent years, the academic emotions gradually get the attention of researchers. Academic Emotions refer to various emotional experiences in connection with students’ academic activities in the teaching or learning process. As a non-intelligence factor closely related to the teaching and learning process, the academic emotions play an important role in the students’ growth and development. Physical academic emotions are what students experienced during their physics learning, which influence students’ self-learning and physical education. As the important part of classroom teaching, homework can not be ignored in the position of the education teaching, and it occupies a considerable proportion of students learning time, and gets more attention of the experts and scholars. Therefore, the research on the emotional experience in the process of middle school students in physics homework, not only can enrich academic emotion theory, but also have an important significance for teaching of physics homework and reform of physics teaching.Based on Goetz et al.’s study on the homework emotions, we investigated the students’ enjoyment, pride, anxiety, anger, and boredom while completing physics homework (homework emotions), and conducted comparison analysis between these emotions and those experiences during class (classroom emotion). The main work includes following aspects:1. Through reading a large number of relative documents, the author summarized the relevant domestic and foreign theories and research results of academic emotions;2. On the basis of existing researches, we put forward hypotheses about the content of homework emotions, and adapted the German homework emotions questionnaire and self-concept questionnaire, then investigated the physics homework emotions and classroom emotions;3. Based on the data, we analyzed the sex differences and the grade differences in the emotion models, and the correlations between physics homework emotions and classroom emotions. We also evaluated the correlations of self-concept/emotion and emotion/achievement relations between homework and classroom settings. We also analyzed whether the emotions experienced in the two settings had the predictive effect on self-concept and achievement, and within relations of homework emotions.4. Through the analysis of the research results, we can put forward suggestions on the Middle school physics teaching.In this study, we conducted a questionnaire survey of 212 senior high school students and 82 junior high school students using "physics homework emotions questionnaire of middle school students", "the middle school students’ self-concept questionnaire" and "the questionnaire of high school physics classroom emotions". The conclusions of this study were summarized as follows:1. Independent samples T test showed that there existed no significant differences in sex and grade about physics homework emotions and classroom emotions.2. Homework emotions and classroom emotions are strongly positively correlated, corroborating the need to distinguish between discrete academic emotions in both homework and classroom settings.3. Homework emotions and classroom emotions are significantly related to academic self-concept. In overall comparison, self-concept is more strongly related to class-related emotions than to homework emotions. This is to say the homework emotions are hardly affected by the perceived ability of the students. They all could be used to predict self-concept. In classroom setting, the forecast influence of self-concept is higher. The "enjoyment" forecast level of self-concept reach extremely significant level in the two settings and the positive emotions’ forecast level of self-concept is higher than negative emotions. This is consistent with the hypothesis.4. Homework emotions and classroom emotions are significantly related to academic achievement. They all could be used to predict academic achievement. By overall comparison, Emotion/achievement relations are expected to be similar for class-related and homework emotions. In classroom setting, the forecast level of academic achievement is higher. The "enjoyment" forecast level of academic achievement reach extremely significant level in the two settings and the positive emotions’ forecast level of academic achievement is higher than negative emotions. This is consistent with the hypothesis.5. Compared with homework emotions, within-domain relations are weaker for classroom emotions, and there are no differences in within-domain relations due to students’ age and grade. It is proved that hypothesis is established.Based on the characteristics of physics subject, from the perspective of homework emotions, we put forward the rationalization suggestions of homework form, content and evaluation standard to develop effective homework.