Investigation And Countermeasure Research On The Current Situation Of Learning Situation Analysis In Middle School Physics Teaching

In order to research the present situation of learning analysis in physics teaching,three tests were conducted based on the questionnaire through a large number of relevant literature to determine the dimensions of the learning situation analysis,the observation of the actual physics classroom and the results of the interview with the teachers,and the questionnaire of learning situation analysis in middle school physics teaching,Based on the test results of 64 students,the questions of speech expression and design of the questionnaire were modified;,The validity,reliability and discrimination of the questionnaire were analyzed and tested by the results of 425 students' initial test;Based on the test,the items of the questionnaire were modified and deleted,the initial causal model and the initial correlation model of learning situation analysis were proposed,and the construction of structural equation model was completed.Estimation of the Model based on the official test results of 1500 students,the relationship between the dimensions is analyzed quantitatively by the generated path coefficient,meanwhile the mechanism of action between the dimensions of academic sentiment is explored.To further understand the differences between different grades and gender in physics teaching and get a more targeted middle school learning situation analysis of the current situation,the discussion and research are investigated using descriptive statistical analysis method,metrological analysis method and so on.The teaching practice is carried out in practice to provide a reference for educators to understand the true state of students undefined learning physics by learning situation analysis.Based on the results of literature analysis,classroom observation,after-class interview,and the questionnaire of learning situation analysis in middle school physics teaching are compiled.To ensure the scientific and feasible of questionnaire data,the main conclusions of further research on the questionnaire data are obtained through EXCEL,SPSS23.0,AMOS23.0 and the main conclusions are as follows:(1)The learning situation analysis in middle school physics teaching includes three dimensions: cognitive knowledge,emotion,attitude and background.There is a significant positive correlation between background trait sentiment and cognitive knowledge;Meanwhile the correlation between cognitive knowledge and emotional attitude is also positive;Moreover,there is a positive correlation between background trait theory and emotional attitude.(2)The students of different grades and genders in middle school physics teaching show obvious differences in their learning conditions.1.Middle school students tend to point their learning behavior to follow-up learning on the basis of their achievements.Their learning motivation is prone to fluctuate due to external stimulation.Among them,the competitive tendency of high school students is more obvious than that of middle school students,and the learning motivation of girls is more liable to fluctuate than that of boys.2.Compared with senior high school students,junior high school students have more negative attitudes when they are confronted with difficulties in learning.It is easier to have the understanding that "teachers often speak what they understand".Teachers should adjust the depth and breadth of the classroom based on the characteristics of students' physical and mental development and the level of thinking development at the present stage,and strengthen the cultivation of students' physical thinking.3.The lack of self-control and executive ability of middle school students further affects the formation of positive attitude in physics learning.In terms of self-efficacy,the scores of female students are generally lower than those of male students,which indirectly leads to the low scores of female students in cognitive strategies.Teachers should improve students' action and executive ability through appropriate stimulation.This study is explored by the learning situation analysis in middle school physics teaching from both quantitative and qualitative points of view by a large number of data which plays a complementary for the research on learning situation analysis in middle school physics teaching.On the basis of full analysis of the learning situation,the corresponding teaching assumptions and practices of the theory course "reading of Vernier caliper" and the recitation course "compound field equivalence method" are carried out,which provides certain empirical reference value for the teaching of front-line teachers and the researchers of physics education,and provide reference basis for educators to understand the real state of students' learning physics.