Investigation On The Status Quo Of Poor Students In Senior High School Physics And Teaching Improvement Strategies

High school physics curriculum shoulders the important task of improving students' scientific literacy and promoting their all-round development.The increase in the number of students with physics difficulties in senior high school has brought great challenges to the implementation of quality education.The basic purpose of this thesis is to investigate the students with learning difficulties in senior high school,to understand the factors that affect their academic achievement,to improve their teaching,and to put forward some strategies to improve the teaching effect and transform some students with learning difficulties.This article first introduces the basic concepts of physics and the study of teaching improvement,and then analyses the characteristics of physics and the learning situation in high school,and describes the external performance of the students in physics.Then,the six dimensions of the individual factors(learning habits,learning strategies,learning motivation,learning efficacy,learning efficacy,metacognition)are then described.The questionnaire was compiled to influence the five dimensions of teachers' teaching factors(teaching objectives,learning methods,classroom teaching,classroom feedback,and after-school guidance)to influence the teachers' teaching factors in physics.The questionnaire was designed to investigate the individual factors of all science students in the Second Senior High School of Xinyi.By combining with the students' basic achievement,this paper analyzes the correlation between the individual factors and the physics academic achievement,and compares the differences between the individual factors of the students with learning difficulties and those of the excellent students.Finally,by analyzing the influence of teachers' teaching factors on students' achievement,the author designs a questionnaire to investigate some senior high school physics teachers' teaching strategies,puts forward teaching improvement strategies and carries out teaching experiments.The results show that:(1)the individual factors of the students,except the learning habits without reaching the half of the number of the students surveyed,learning strategies,learning motivation,learning efficacy,metacognition and learning will,are all above the middle level.2)among individual factors,students' basic achievement,learning habits,learning strategy,learning motivation,learning efficacy,metacognition,learning will and academic achievement were significantly positively correlated.3)there were significant differences in the scores of individual factors between the students with physical learning difficulties and those with excellent learning.The students with learning difficulties in senior high school are not only inferior to the excellent students in learning,but also have significant differences in such other individual factors as the study habits,learning strategies,learning motivation,learning efficacy,metacognition,and learning will.Through the analysis of teachers and students' questionnaire survey,it is pointed out that teaching improvement can be made from the analysis of pre-class teaching materials,the analysis of learning situation,the design of teaching objectives,the design of teaching activities,the instruction of in-class learning methods,the teaching of classroom teaching,and the feedback of classroom.The teaching method for the transformation of students with learning difficulties is to compile and use a special instruction plan.My teaching experiment,based on the above teaching improvement strategy,has achieved certain results,and has transformed some students with physics learning difficulties.Our research provides some ideas for the transformation of physics students with learning difficulties in senior high school,and hopes to provide some references for high school physics teachers to improve the teaching effect and transform the students with physics learning difficulties.