An Investigation On The Emotions Of Physics In Junior Middle School

On the basis of understanding a large number of related domestic and foreign research,this paper analyzes the current situation of junior high school students’ physics learning emotion through questionnaire and interview or some other ways, and analyzes the relationship between the junior high school students’ physical academic emotion and academic achievement. Thus further discussion is made on the basis of the results of statistical analysis; trying to explore the impact of the clear factors of the junior high school students’ physical and academic achievements. We hope to provide reference for physics teaching and research.This paper takes Shijiazhuang area, Hebei Province as an example, randomly selected an ordinary middle school(224 students) which belongs to a city and a junior high school(289 students) which belongs to suburban village. Taking the two middle school students in grade two as the investigation object. The physical education emotional state was investigated by the questionnaire of the middle school students’ physical learning mood. Collected the most recent examination results of students’ physics subjects,and converted into Z value as the physical education achievement.Through the above research, the following conclusions are drawn:(1)The scores of physical academic emotion are basically in line with standard normal distribution.(2) In general, the academic emotion of junior high school students in physics was dominated by negative emotion; the positive low arousal emotion they experienced was relatively the weakest, while the negative high arousal emotion was relatively the strongest; the maximum individual difference was presented in the dimension of positive high arousal emotion.(3) With respect to academic emotion of junior high school students in physics, a significant gender difference was found in the dimension of positive low arousal emotion;no significant difference was found between male and female in other emotional dimensions.(4) With respect to academic emotion of eighth-grade and ninth-grade students in physics, no significant difference was found in terms of negative emotion, but asignificant or extremely significant difference was found in the dimension of positive emotion.(5) With respect to academic emotion of junior high school students from urban schools and rural schools in physics, no significant difference was found in all the four dimensions.(6) A significant difference was found between only-child students and non-only-child students in the dimension of negative low arousal emotion; but no significant difference was found between them in other emotional dimensions.(7) When their parents had different education backgrounds, the academic emotion of junior high school students in physics presented a significant difference in the negative high arousal emotion.And no significant difference was found in all the other three dimensions.(8) With respect to academic emotion of junior high school students with different average family income per month in physics, a significant difference was found in all the emotional dimensions of the academic emotion of junior high school students in physics.(9)The academic emotion of junior high school students in physics is largely affected by education background of parents, average family income per month and grade. The three factors play a very important role in predicting their academic emotion in physics.(10)Hopeless can significantly predict physical performance.