Research On The Differences Of High School Physics Learning Efficacy And Teaching Strategies Caused By Gender Factors

Physics is a highly comprehensive natural science.The knowledge structure of high school-level physics covers a wide range of knowledge points.Therefore it is intertwined with knowledge in other fields,and places extremely high demands on the comprehensive ability of students."It is arduous to learn physics and even more arduous to learn it well",this has increasingly become a common situation for current secondary school students.Especially,girl students may find it more difficult than boy students in the process of studying.high school physics are more strenuous than boys.Due to female/male physiological structure,personal interests,psychological development,educational background,and social environment,there are certain differences between girl/boy students in terms of intellectual and non-intellectual factors.These differences have eventually led to diversified physical learning effectiveness.Studying these differences in high-school physics learning caused by gender factors and proposing practical teaching strategies are significant in many ways: first,it is in line with the guiding philosophy of “teaching students based on aptitude”,which is advocated by the new curriculum reform;second,it meets the requirements of the new curriculum standards that students should be the core and be cultivated in all respects;third,improving students' literacy in physics and expanding students' horizon in science are conducive to promoting the development of education.Based on the analysis of a number of relevant literatures,this paper discusses the current research status of the specific manifestations of gender differences in physical learning at home and abroad.It explores the psychological reasons for the differences between girl/boy students in the learning process: interests,confidence and other external factors.High school-level physics is a precise quantitative discipline that requires students to have strong abstract thinking ability,logical thinking ability,and mathematical operation ability.Quantitative research as questionnaire was conducted on the similarities and differences in the learning energy,learning ability,mental state,and self-efficacy.The same number of Grade 9 girl/boy students of one school were surveyed.By using Excel and SPSS software to analyse data,it was found that there are significant differences in the girl/boy students' learning efficacy: boy students have advantages in reasoning,calculation and long-term memorising.They have stronger self-confidence in learning physics,while girl students were more affected by role models.Their mental states were almost the same,but teachers had an greater impact on girl students.In terms of intellectual factors as perception,memory,concentration,thinking quality,thinking mode and operation skills,as well as non-intelligent factors as personality,interests,family,and social environmental impact,specific reasons causing these differences were found: boys' right cerebral hemisphere is developed earlier,thus they are superior to girls intellectually.Meanwhile,gender discrimination in schools and society also affects girls' physics learning effectiveness.In view of this,a targeted teaching strategy is proposed: more common example questions should be used in deriving the basic formulas;the logical connection between the previous and subsequent chapters should be strengthened;knowledge review should be regularly practiced;girl students should be encouraged when making progress so to improve self-confidence.combed to affirm the progress of students,especially female students.Teaching practice should be carried out in the classroom: a new teaching design in physics learning are supposed to be conducted according to the proposed teaching strategies.For instance,pay attention to the performance and mental state of students;actively communicate with students after class;compare the rise and fall of single subject rankings of students in the school unified test;conduct a new questionnaire survey to re-evaluate students' learning efficiency.The findings of this paper are of importance for improving students' high school-level physics learning efficiency,besides,they could provide support for the improvement of physics teaching under the new "3 + 1 + 2" College Entrance Examination model implemented in the province in the next stage.