Research In The Physics Learning Interest,Motivation And Self-efficacy Of The Senior One Students Under The New College Entrance Examination Mode

Since the implementation of the "3+1+2" new college entrance examination scheme in the fall of 2018,students' enthusiasm for selecting has become the focus of the whole society.When making the choice,students will make a judgment based on their interest,motivation and sense of self-efficacy in physics.This study combines the characteristics of the physics subject,pays attention to the individual development of students,compiles three scales of physics learning interest,motivation,and self-efficacy,adopts Likert's five-level scoring method,to investigate the levels of interest,motivation,and self-efficacy when the senior one students facing to choose the physics as the exam subject in the new college entrance examination mode,and analyzes the correlation between their learning interests,motivation,and self-efficacy,and draw a path model to understand the impact of these factors on students' enthusiasm for selecting physics,accordingly gives the related teaching suggestions.The main conclusions of this thesis are as follows:(1)Under the "3+1+2" college entrance examination mode,77.8%of senior one students tend to take the physics exam.(2)Under the "3+1+2" college entrance examination mode,there is a significant correlation between the high school students' enthusiasm for selecting physics and their interest,motivation and self-efficacy.Among them,the physics learning self-efficacy has the strongest correlation with the high school students' enthusiasm for selecting physics,the second is the correlation between the physics learning interest and the high school students' enthusiasm for selecting physics,the correlation between the physics learning motivation and the high school students' enthusiasm for selecting physics is weak.(3)Under the "3+1+2" college entrance examination mode,the physical willingness of college students to take the college entrance examination has a significant correlation with school,gender,and academic performance.Among them,gender has the strongest correlation with the high school students' enthusiasm for selecting physics,academic performance is the second,the correlation between the high school students' enthusiasm for selecting physics and school is weak.(4)There is a significant correlation between the physics learning interest,motivation and self-efficacy of senior one students.Among them,the correlation between physics learning interest and self-efficacy is the highest,followed by physical learning interest and motivation,the correlation between physics learning self-efficacy and motivation is the weakest.According to the path model,physics learning motivation and self-efficacy can determine 73.7%of physics learning interest,physics learning efficacy can determine 31.1%of physics learning motivation,and physical learning motivation can determine 31.1%of physics learning self-efficacy.(5)Physics teachers should pay attention to the influence of students' interests,learning motivation,and students' self-efficacy in physics learning on students' physics learning effectiveness,choose teaching strategies reasonably,stimulate students' learning motivation,and increase students' interest in physics;And allow students to correctly attribute attribution of physics learning,correct understanding,and reasonably adjust the level of self-efficacy.For students who are indeed not interested in physics learning,have poor motivation to learn,and have a poor sense of self-efficacy,teachers should promptly advise them to choose subjects reasonably under the new college entrance examination model.