Research On Gender Differences Of Junior High School Students In Physics Learning

The new curriculum reform emphasizes that teachers should pay attention to students' individual development and teach students in accordance with their aptitude.In the process of classroom teaching,most teachers pay more attention to the individual differences of students.In fact,due to the differences in physiological and psychological characteristics between boys and girls,gender differences are also an important factor affecting students' academic performance.In junior high school,students have just come into contact with physics.It is difficult for students to learn this course from life phenomena to abstract physical problems.Traditionally,male physiology is more interested in changing hands-on or life-related courses.Girls prefer sensibility and liberal arts.Therefore,it is generally believed that boys will outperform girls in physics courses.Therefore,in order to eliminate the "gender bias" and to provide some suggestions and suggestions for the teaching strategies under the gender differences in physics teaching,this thesis takes the second and third grade students of a middle school as the research object,through questionnaire survey,analyses the gender differences of the junior middle school students' physics achievements,and at the same time,it also analyses the students' interest in learning,achievement motivation and learning based on the physics curriculum.The gender differences of the strategies are analyzed.Finally,the main reasons affecting students' physics learning performance are analyzed and the corresponding teaching strategies are put forward.The average physical performance of girls in grade two and three is higher than that of boys.There is little difference in the proportion of the scores between boys and girls in grade two.The proportion of girls with high scores in physics in junior three is larger than that of boys.Interest int learning,achievement motivation and grade 2 Physical achievement are significantly correlated,and there are significant gender differences in general self-concept and value of achievement motivation.Achievement motivation and learning strategies are strongly correlated with grade 3 physical performance.There are significant gender differences in general self-concept and resource management strategies of learning strategies.Teachers should pay attention to gender-differentiated teaching,teach students in accordance with their aptitude according to gender characteristics of boys and girls,and adjust teaching strategies in time according to different periods of students' contact with the curriculum.