The Understanding Barriers Analyze Of Junior Middle School Students To Physical Examination Information Problem

Physical information questions are appreciated by the setter of an examination paper with thecharacteristics of novelty and the advantage of extremely evaluating students‘ability and become a brightspot in the physical test paper for secondary school entrance exam. However, many students are unfamiliarwith questions on this topic and show helplessness to them when solving such questions. So, what are theconfusion and disorders the students meet when they solve the kind of questions? Through the form ofquestionnaire, this article analyzes the understanding obstacles that the students meet when they solvingthe physical information questions for secondary school entrance exam.This study puts the physical information questions of45sets of test papers, which used for thesecondary school entrance exam for all the students around the country in2013, as the analysis object, andputs the three Grade students in four classes of two middle schools in Zhang ZI County, ShanXi provinceas the object of investigation, analyzing and researching what kinds of capabilities the students wereevaluated in the physical information questions for the secondary school entrance exam, and what is theobstacles when the students encounter such questions, it also means, which aspect of the students ‘abilityis weaker and needs to be improved. The following part is the research conclusion:1. The classification of the physical information questions. On the basis of existing researchand in combination with the practical situation of the test papers for secondary school entrance exam in2013,the physical information questions are divided into the background information questions, chartinformation questions, reading comprehensive questions and the comprehensive information questions.2. Through the statistic and analysis of the physical information questions in45sets of testpapers for secondary school entrance exam in2013,the author finds,①The majority of the provinces and cities check1-2physical information questions, extremely individual provinces examine more questions.②The background information questions are checked the most; the chart and reading comprehensivequestions come a close second; The comprehensive information questions are checked the least.③Thechecking ratio for the physical information questions is imbalanced among all the provonces and cities.The case rate is distributed from2.5%to23%.④The knowledge checked in the physical informationquestions is comprehensive and includes a wide range. The key point is the mechanic knowledge andcomprehensive knowledge. There are few questions to check a simple knowledge point.⑤The physicalinformation questions could test a variety of capabilities of the students. These mainly include, the abilityof applying the physical knowledge to explain the life phenomenon and solve the life problems of practicallife, the ability of screening information and dealing with the data through reading the chart and image, theability of reading, understanding and applying the new knowledge, the ability of reasoning, summarizingand concluding, the ability of language expression and the ability of putting forward questions accordingto the background materials.3. Designing the questionnaire from two dimenisions of the type of physical informationquestions and the students’ capabilities.4. Analyzing the students’ obstacles to the physical information questions. The obstacles mianlyinclude, resding obstacles, knowledge mignition of disabilities, the disorder of accessing information anddealing with the data, and the disorder of attitude and emotion. According to the analysis of the obstacles,the author puts forward three opinions, only for teaching reference.①Creating space for students toaccept new information;②Encouraging students to express their thouhgts and opinions;③Trainingstudents’ reflecting habits and consolidate the successful thinking mode for solving the problems.