Status And Influencing Factors Of High School Physics Class Students Cognitive Engagement

Students’comprehensive and positive participation in class teaching is an important premise to carry out students’subject status and realize effective teaching. As a science with rigorous logic, physics requires teachers to introduce physics knowledge and methods to students and cultivate students’logic thinking ability simultaneously. As a result, it is necessary to pay attention to students’ class cognitive participation situation. Combined with features of physics subject, the research concretely studies current situation of students’cognitive participation in high school physics class teaching and teachers’teaching influence on students’deep level cognitive participation.First part of the research is related to current situation of students’class cognitive participation. Based on former research on measuring students’cognitive participation situation by strategy applicable situation, the research introduces the division of cognitive goal level in Broome’s educational objective taxonomy theory, reconstructs index system of evaluating students’cognitive participation stage and level and divides cognitive participation into deep level cognitive participation and low level cognitive participation. The research develops questionnaire of students’cognitive participation current situation in high school physics class teaching, utilizes the questionnaire to investigate110high school students in Beijing and gets following results.First, deep level cognitive participation frequency of students’cognitive participation is more than low level cognitive participation frequency. In deep level cognitive participation, students are in the level of comprehension and application generally. Students can better utilize cognitive strategies. Second, students’cognitive participation situation is related to the school they are reading, their favorite degree of physics subject, their interests of physics class, their judgments on physics learning difficulties and their confidence of learning physics.The second part of the research is about influence factors. The research focuses on teachers’ teaching influence on students’deep level cognitive participation, including three aspects namely teaching methods, teaching skills and teachers’expectations. The research develops teachers’ questionnaire and students’questionnaire of students’cognitive participation influence factors in high school physics class teaching, utilizes the questionnaires to investigate110high school students and35high school physics teachers in Beijing and gets following results.First, students and teachers all believe that teaching methods, teaching skills and teachers’ expectations have influence on students’deep level cognitive participation. Second, there is difference between students and teachers in choosing concrete variables. In the factor of teaching method, students confirm that lecture method has maximum influence on deep level cognitive participation and they believes the influence of discussion method is minimum, while teachers’selection is opposite to students’. In the factor of teaching skill, students and teachers all confirm the important influence of lecture skills. Next, students confinn the influence of teachers’blackboard writing and conclusion skills more while teachers confirm the influence of questioning and feedback skills more. In the factor of teachers’ expectations, students confirm the influence of teachers paying attention to subject method, learning method education and teacher’s paying attention to conclusion more while teachers confinn the influence of paying attention to the communication with students and encouraging students to express their opinions more.Integrating two investigation results the author can get the follow conclusions. First, students’ learning in physics class is comparatively passive and mechanical. They are used to accepting teacher’s introduction instead of initiatively constructing. Second, in discussion students are not used to accepting others’opinions. Their discussion is lack of communication among different thoughts, which is difficult to avoid becoming a mere formality, while teachers haven’t realized that. Third, students are used to grasping knowledge by doing exercises and they have strong dependence on teacher’s conclusion and summarization of key contents, which reflect that students have examination psychology. Fourth, students’mastery of experiment is not flexible and they can’t fully realize the importance of experiment. Teachers pay more attention to experimental teaching while the effect of class experiment is ordinary.According to research conclusions, the research gives the following suggestions. First, teachers should cultivate students’independent and cooperative learning awareness to guarantee the effective implementation of class discussion. Second, teachers should pay attention to subject method education and cultivate students’interest to increase student’s sense of self-efficiency. Third, teachers should help students to establish correct learning opinion and relief their examination phycology. Fourth, teachers should pay importance to experimental teaching to strengthen students’flexible mastery of experiment.