Study On The Causes And Strategies Of Junior Middle School Students' Difficulties In Electrical Learning

Electricity is an important part of junior high school physics,and it is also the focus and difficulty of middle school entrance examination.In the actual teaching,he author finds that the students with middle grade and above physical grades in grade eight have fallen to varying degrees after entering the ninth grade electricity study.In order to investigate whether this phenomenon is ubiquitous,if there are any possible reasons,and what effective strategies can alleviate this phenomenon,this study selected Kaifeng Liyang Foreign Language Middle School and SuixianFanwu Junior High School students as The subjects were surveyed.According to the survey results,72.30% of the students showed a significant decline in grades after entering the ninth grade physics study(decreased by more than 10 points),while the interest in physics learning gradually decreased.Further in-depth investigation and analysis found that when students first came into contact with physics in the eighth grade,most students had a strong interest in learning physics because of the close connection between physical and life and the interest of life.After entering the ninth grade,compared with the eighth grade physics course,a new knowledge about the electrical part was added.Due to its abstraction and the cumbersomeness of electrical calculations,some students began to encounter difficulties in learning.As the difficulty increases in the process of learning physics,students begin to experience negative academic emotions such as depression,discouragement,anxiety,etc.As time goes by,this part of students' interest in physics learning is significantly reduced,followed by obvious physical achievements.Decline,so it is extremely urgent to explore the reasons why students have difficulty learning in the ninth grade electrical part.This study used literature analysis,questionnaire survey,interview method,and quantitative analysis method to study the students in the junior middle school of Kaifeng City and the Fanwa junior high school in Shangqiu City,and to track the results of the ninth grade students in physics.The whole process of differentiation occurs.The research results are as follows:(1)The most problematic students in the electrical part are the understanding of concepts,the flexible use of formulas,the analysis of circuit diagrams(circuit failure analysis and circuit dynamic analysis),the transformation of circuits,the calculation of electrical knowledge and practical problems.(2)Compile test papers on electrical knowledge,accurately analyze the problems according to the knowledge points examined in the questions and the types of questions that students have made more mistakes,and propose detailed and effective strategies for students' error-prone points,and choose representative ones.The knowledge points were taught in instructional design.(3)During the internship process,one control class and one experimental class student were selected for a one-month teaching intervention.The results of the post-test showed that 63.34% of the students improved their score by more than 10 points,with 37.50%.Student achievement has increased by more than 15 points.