Research On The Influencing Factors Of Cognitive Closure In Physics Learning Of Senior High School Students

The cognitive flexibility theory points out that learning is a combination of new knowledge and previous knowledge and the learner should flexibly solve practical problems in life.However,in actual learning,students usually cannot meet the requirements of the cognitive flexibility theory,and the phenomenon of learning difficulties,which makes the teaching of teachers and students’ learning unable to proceed smoothly.In this study,the difficulties in the physics learning of high school students were specifically related to the cognitive aspect.Attempts were made to introduce the concept of cognitive closure in physics learning.It is described as two aspects: the inability to flexibly construct physical models and the inability to use physical knowledge to explain life phenomena.By analyzing the factors that influence the cognition closure of physics learning in the three dimensions of families,students,and teachers.Finding ways to solve the difficulty of physics learning for high school students,it aims to help students solve problems and develop students’ thinking,and cultivate students’ creativity to adapt social development.This paper mainly includes three parts,which are theoretical basis,investigation and empirical research.The first part,through theoretical analysis,defines the concept of cognitive closure in physics learning,and summarizes the influencing factors of cognitive closure in high school students’ physics learning from the three dimensions of family,students,and teachers.The second part is based on theoretical analysis.To investigate the influencing factors,to explore the internal mechanism of the impact of SES index on the cognitive closure of high school students’ physics learning by constructing physics learning self-efficacy as a mediator and parental participation as a regulated variable;the third part is the study of teaching practice.Introduce structural bad physical problems into the teaching of physical exercises.Analyze how to improve the cognition and closure of students’ physics learning by changing the teaching methods of exercises.The main conclusions of this study are:(1)There is a significant correlation between the occurrence of physical closure of middle school students and the Socio-Economic Status of their family;(2)The physics learning self-efficacy of students plays a mediating role in the cognitive closure of middle school students’ physics learning and their family’s SES index.(3)The degree of parents participating in their children’s learning can adjust the influence of SES index on cognitive closure of middle school students’ physics learning.(4)By introducing malpractice problems into the exercises,students can improve the cognitive closure of physics learning.