Research On Individual Differences Of High School Students In Physics Learning And The Adaptation Teaching Strategy

In the process of updating education concepts and reforms, Students’ individual differences gains increasing attention, with more emphasis on students-tailored teaching based on their individual needs. It is important that not only Physical knowledge but also essential concepts and methods should be instructed in terms of the teaching of Physics in high school, where teaching strategies ought to be adapted to particular needs and are conducted in a way that makes it easy to learn. In this case, students’ learning efficiency and scientific literacy are elevated.Guided by modern education concepts, based on the particular features of Physics teaching, the study intends to explore effective teaching strategies that respect student differences. Student differences come in multiple aspects, with varying influence on teaching effects as well. The thesis gives an account of student learning preparation, learning interest and learning style and further discusses the relevant influence on Physics teaching in high school, with considerations for the traits of Physics as a subject. Secondly, a survey is conducted on student individual difference in learning Physics and among on-service teachers to probe into the existing differences among students, their influence on learning and teachers’ responses towards them. Lastly, taking into account the particularities in learning interest, preparation and style, and effects in teaching, effective strategies are proposed and preliminary use in practice to meet the individual needs, especially for a few typical cases.To adaptation the different of students in high school physics teaching,it main include further imparting knowledge to the weak students, boosting their confidence, setting tailored teaching goals and giving well-thought assignments so as to meet their individual needs. Considering the characteristics of Physics, additional steps could be demonstrations, experiments and extra-curriculum activities in order that students’ interest is aroused. A flexible variety of teaching approaches should be adopted to cater to students’ preferences in ways of information processing. Besides, group teaching could facilitate peer learning. With multi-dimensional teaching design and full consideration of student differences, students’ interest in learning will be enhanced and their chances of making the greatest individual progress will be increased.