Psychological Practice Strategy In Senior High School Physics Teaching

High school is one of the most crucial stages in life because the college entrance exam can help many realize their dream.For most students,however,it is not easy to survive their high school years.There are so many courses with great difficulties and heavy tasks in high school that the first word jumping into one's mind would be “hardship”when it comes to this topic.Among those courses,physics is a “formidable” one that has been labeled “difficult to learn”,“demotivated to learn”,“hard” and “boring”,and that has made many lose confidence.In the absence of correct learning methods,students have to continue their physics study under great pressure in order to gain a higher score.As time passes,mental problems occur with negative impacts on personality development.Nowadays,this has become an urgent issue to be resolved.In general,high school students show such mental characteristics as:(1)stronger self-awareness,different from when they were in middle school,accompanied by longing for independence and willingness to solve problems on their own,which is regarded as the main physiological manifestation of development from being a child into being an adult;(2)excitement of the central nervous system,which leads high school students to behave adventurously along with tiredness of monotonous living environment and eagerness to accept and create new things,so that students in this stage of development want to gain more new knowledge to enhance their ability on the one hand,but they are unwilling to make the daily effort on the other hand;(3)poor stress management,in which case high school students—experiencing both physiological and psychological development—turn out particularly impulsive while being psychologically vulnerable to failure and wounded pride.High school physics teaching reform has been stressing the need to adopt “teaching content that adapts to the age of the students”.This also means that high school physics teaching should not be contrary to the characteristics of physical and mental development of students.According to the author's observation and teaching experience,there are high demands that psychology should be brought into the classroom and many teachers are actively turning it into a reality.In fact,it is feasible to bring psychology into high school physics teaching in view of adequate faculty resources.In completing their teacher certification,high school physics teachers have possessed certain educational psychology qualifications,and even many of them also serve as psychological counselors.It is therefore entirely feasible to carry out some psychology teaching and integrate it into classroom teaching and research.If some useful,interesting psychological knowledge can be added to physics teaching,it will undoubtedly change students' attitude,enhance their interest in learning,and improve the effectiveness of teaching.Starting from classroom teaching,for example,teachers should know the teaching status,understand students' emotions,attitudes and values,draw upon front-line teaching experience as well as basic psychological knowledge and counseling skills,and bring in psychological knowledge into the classroom on the point and plane levels,so as to help students minimize learning pressure,teach them learning methods that meet the laws of their mental development,cultivate their learning initiative and excite their learning interest.The aim is to make students learn physics happily and efficiently,and thus help them develop a sound personality,an appropriate learning method,a sense of responsibility and a feeling of well-being.In this regard,strategies of psychological practice are proposed in the aspects of “teaching”,“establishing a relationship”,“content setting”,and “assessment and feedback”.Meanwhile,data obtained in the process of implementation are collated for analyzing whether students have shown greater learning interest and enthusiasm and psychological acceptance in terms of physics learning,so as to verify the effectiveness of the strategies proposed.It is hoped that this attempt will contribute to physics teaching and psychology and physics being perfectly integrated.