Case Analysis And Countermeasure Research On The Causes Of Physics Errors In Junior High School Students

The junior middle school stage is the early stage for student to touch and learn physics.On the one hand,the ability of problem solving in this stage have a crucial impact on subsequent physics learning;On the other hand,this stage of the students' thinking and psychological characteristics make sudents have some obstacles in the problem solving,it is these obstacles resulted in the diversification of students errors in solving physic problems.What are the students' real problems and obstacles ? In fact,these problems and obstacles are exposed to the wrong topic with the students.The wrong topic analysis research is the sally port to find and solve these problems.To help the junior middle school students to reduce error rate and improve physical performance,base on the experience of marking examination papers and the understanding of the students during the internship,this research topic was established.First,the study investigated students and teachers from three aspects : error causes,error type and error management.The survey found that the main error causes is operation error,the question understanding does not reach the designated position,understanding of the concept is not clear,logic errors.In addition,teacher's teaching errors and ambiguous questions is the reason lead to students' problem solving error,should not be neglected.The difficulty sorting for physics exercises from students: Calculation questions > Choice questions > Physics experimental topics > Blank questions>Construction problem.But,through the survey of teachers and the wrong topic tatistics found that Physics experimental topics and Calculation questions is the main error type,Construction problem's error rate is quite high,also easily ignored by students.In the aspect of the error management,some students don't know what topic is their error-prone,some students don't know the cause of the error,some students lack of metacognitive knowledge.Although most students have their own wrong topic notebook,but quite a number of students did not master the scientific method and did not make full use of wrong topic notes.Survey results revealed the reason that “students don't know what's wrong” and repeating mistakes,also deepened the understanding of the wrong topic of physics in junior high school students situation,which laid a foundation for further analysis and research.Combining with the results of the questionnaire survey,research and then focus on typical case analysis of the causes of students' wrong topic.Study summarizes the seven factors that lead to the students' problem solving error :mathematical errors,topic-misunderstanding,understanding of the concept and low of physical is not clear,logic errors,the answer is not standard,the title itself exists error and teacher's mistake.Study analyzed some typical wrong topic and formulate the corresponding countermeasures.The novelty of this part is that the study made a further division to some reasons,such as the topic-misunderstanding include the four conditions:don't answer according to the requirement,can't find the implied terms and conditions,can not distinguish between effective and ineffective information,distort the question four kinds of circumstances.The inductive approach in this way is more intuitive and easy to understand than traditional way of induction(In the division of intelligence and non-intelligence factors,for example).Furthermore it is convenient for students to understand and apply.Finally,the study summarizes the six principles of strategy implementation: timeliness principle,feasibility principle,efficiency principle,flexibility principle,the principle of subjectivity,the principle of emphasis.The strategy were developed for students and teachers based on the principles.For students,there are three aspects of the strategies and techniques about how to reduce,discover and deal with the physical wrong topic : to grasp the problem solving steps and skills,"autonomy" and "companion",wrong topic notes science finishing.From the point of view of teachers,respectively formulate the classroom teaching strategies and wrong topic wrong topic correction strategy under the "one to one" class.Among them,and "one to one" wrong topic correction strategy is applied in practice,good benefits have been achieved.This study aims to arouse the attention to the physical resources of the wrong topic whether for students or the teachers,it not only can help students to learn physics but also helpful for teachers' wrong topic teaching.