The Survey And Strategy On Physics Class Note Taking In High School

Elementary Education Curriculum Reform emphasizes to make students form active learning attitude, focus on Autonomous Learning in curriculum implementation and advocate diversified teaching methods.As an important learning strategy, class notes taking should reflect students’ individuality, diversity, autonomy, and should help to improve learning achievement, learning ability and thinking quality etc.. At present, physics teachers and students are short of clear understanding of class notes taking, which can hinder its full role playing. This paper aims to get to know the situation of physics class notes taking in high school,to find the problems, and to put forward the corresponding countermeasures.Therefore, a questionnaire survey on class notes taking is been made in the paper from following aspects: recognition and attitude, form and content, psychological state in notes making time, effects, utilization and guidance from teachers. We found there are some characteristics and some problems also:Some students have relatively poor recognition and attitude of the notes, especially for the D-levals(students is graded in A,B,C,D levals according the performance from good to bad). Most of the students choose to note in the related place of the book, and most of those who note in a notebook are C-levals. Many students have difficulty inchoosing what to note,meanwhile, some of the students may not choose those that teachers regard as important and C-levals are more dependent on the teacher in the choice of notes. Note content is processed in a simple way, like circling and underlining, rather than making in-depth processing or summary, like sketching, and the phenomenon of coping teacher writing on the blackboard is prominent. In process of note taking, many students are in worry about missing knowledge; and some students have a negative psychological attempt that taking notes means attending a lectures, which exists in C-levals and C-levals for a certain proportion. some students said taking notes were serious impediment to the lectures. Some of the students are not good at supplementing notes and summarizing, therefore, the use of class notes is inefficient. The result suggests that the effect of taking notes are not significant for some students, and for C-levals and D-levals, they made a less effective notes and have a lower efficacy in note taking.High grade students held high efficacy in note taking, high flexibility, more specific aims while low grade students would take notes more carefully, however, with lower efficiency and effectiveness. The girls take notes more seriously while the boys are more casual, which is more influenced by traditional mis-concepts of gender. Meanwhile, the results showed no other gender difference.In basis of the survey results and analysis, this thesis put forward the five principles for improving physics class note taking skills for high school students: difference, state, autonomy, persistence and high efficiency. We made some suggestion from these aspects : content choosing, the form of note and the supplementary methods.(1)Note some instances which can illustrate the connotation of the concept,according whether it helps to understand the concept and law.(2)For the method in physics, strong method should be recorded in detail, and weak method should be recorded based on instances.(3)Problem solving methods should be recorded based on physical problem situation.Thinking maps and concept map are suggested.