Research On The Differential Teaching Of Junior High School Physics Based On Field Cognition

The new curriculum requires teachers to pay full attention to the differences of students in teaching and to conduct teaching according to the differences.Differential teaching is based on individual differences of students in class teaching,in which appropriate adjustment of educational methods and teaching activities should be made according to the differences of students in order to promote each student to get the full development on the original basis.Students' different learning motivations,learning styles and learning interests will lead to differences in learning.Therefore,we should not only start from the academic performance,but also understand the root cause of the differences between students from the psychological level in the process of understanding the differences between students.Field cognition style is people's tendency to depend on external reference or environment in the process of information processing,which is a kind of stable individual cognitive style.This paper starts from the psychological level of field cognitive style to understand students' differences in physics learning,find the correspondence between field cognitive mode and difference teaching theory,propose corresponding difference teaching strategies and carry out appropriate practices in order to let the students of different field cognitive style get full development and achieve the goal of optimizing physics teaching in junior high school.In this study,"embedded figure test" was used to distinguish the field cognitive styles of junior high school students,and the correlation between students' field cognitive style and their physical performance is analyzed.In addition,the differences of students with different field cognitive styles in physics learning were found out through the physical experiment test and the questionnaire of physics learning and combined with the interview.In this way,we can find the breakthrough of teaching strategies based on the difference of students' field cognitive style and provide the practical basis for the following research.The results show that there is a positive correlation between junior high school students' physical performance and their field cognitive style and the results of field independent students were better than field dependent students in physics As can be seen from the physical experiment test question and the investigation form of physics learning,field-independent and field-dependent students have certain differences in their attitudes towards the content of the physics subject,their preparation before physics,their attitudes towards physics classroom teaching and their solutions to physics problems,and each has its own advantages and disadvantages.Starting from the survey results,this paper proposes corresponding teaching strategies for field-independent and field-dependent students in three aspects: the adjustment and organization of teaching contents,classroom teaching strategies and after-class teaching strategies,in order to guide teaching practice.At the same time,we should pay attention to distinguish the students' field cognitive style,and design classroom teaching intentionally,use different methods to train students from different angles in the process of classroom teaching,so that students with different field cognitive style can develop.It can be seen that field cognition-based teaching has a significant effect on improving physics learning through the comparative analysis of teaching practice results and it is more beneficial to the development of students' physical literacy with the recognition of different teaching methods.