Studies On Teaching Designs Dand Implementation Strategies For The Purpose Of Revealing Junior Middle School Students With Cognitive Disorders In Physics Studying

With the implementation of new curriculum reform,physics teaching in junior high school faces new challenges.Due to the limitations of cognitive development levels of junior high school students and specific characteristics of physics,,physics learning has become a common problem in junior high school career.In order to improve the physics teaching level in junior high school,our study aimed to effectively select student populations with learning disorders in physics,further analyze reasons causing the disorders,and finally design teaching strategies to treat the disorders.Three major stages were included in our study.First of all,a three secton questionnaire based on ohm’s law was designed to select students with physics learning disorders through a combined way of theoretical analysis and face-to-face interview.The cognitive impairment would be determined from three dimensions including verbal information,intelligent skills and cognitive tactics,according to Gagne’s classification theory of learning outcomes.Secondly,the questionnaire survey was conducted in a middle school in Yanji city.The questionnaire was then collected and analyzed statistically.According to the statistical analysis outcomes,teaching strategies were made to help students with cognitive impairment in physics learning.Finally,the teaching strategies were tested in a random junior high school.An experimental class and a control class were included in the test and outcomes were analyzed to evaluate the teaching effects.Based on the above research,the following four conclusions are obtained.(1)According to the analysis of theory and interview,the three-stage questionnaire was effective in help understanding cognitive impairment in physics learning.(2)It is found that cognitive impairment is common in junior high school students when they are studying ohm’s law.The cognitive impairment in the verbal information dimension is minimal.The cognitive impairment of the dimension of intelligent skill is obvious.Cognitive impairment is most severe in the cognitive strategy dimension.There are some differences in cognitive impairment in three dimensions.(3)Through the analysis of the causes of cognitive impairment,it can be seen that the causes of cognitive impairment can be divided into internal and external causes.In the dimension of speech information,internal causes were presented as difficulties for students in understanding the relationship between keyword meaning and keyword due to lack of expression abilities.External causes were shown as insufficient and improper explanations provided by teachers to the relationship between keyword meaning and keyword.In the dimension of intelligent skills,the internal causes are due to the ignorance of definitions and physical significance of ohm’s law.The external causes were contributed by teachers’ inappropriate teaching methods,lack of explanations to the application scope of ohm’s law and shortage of timely restatement.In the cognitive strategy dimension,students’ thinking ability and understanding of relevant physical quantity are main internal causes,while the ways teachers guide students to answer questions are considered as exteral causes.(4)In each teaching session,the teaching design was proved to be effective and available for students with cognitive impairment.After the implementation was carried in a ninth grade class,the validity and feasibility of the teaching design were verified.