A Study On The Difference Of Physics Learning Motivation Among Students With Different Academic Achievements

Since the beginning of the new century,China has carried out two basic education curriculum reforms,one is a new round of basic education curriculum reform,and the other is high school curriculum reform led by core literacy.These two curriculum reforms have put forward some requirements for high school physics courses,but among these requirements,there are still something in common:focus on the development of all students and give play to the main role of students.Paying attention to the development of all students requires teachers to clarify the differences between students and teach them in accordance with their aptitude.In order to play the main role of students,teachers need constant guidance,but more importantly,students themselves,are willing to learn physics and willing to play a leading role.In order to promote the development of all students,give play to the main role of students,improve the current situation of high school physics teaching,and train students to become talents of the new era,we can study the differences in students' physics learning motivation,and propose corresponding teaching strategies for these differences,thus effectively stimulating students'physics learning motivation.In order to fully understand the current situation of high school students' physics learning motivation,the author firstly studied the current research status of learning motivation through a large amount of literature research,under the guidance of relevant learning motivation theories,the concept of learning motivation is clarified,and the main components of learning motivation are analyzed:driving factors(including cognitive drive,ego-enhancement drive,affiliated drive)and self-regulating factors,(including self-efficacy,attribution style,willpower),at the same time,it also refers to the compilation process of a large number of relevant questionnaires,according to the identified factors of learning motivation,a questionnaire for the motivation of high school students' physics learning is compiled.Then through the questionnaire,the high school students' physics learning motivation is investigated,and the relevant teachers are used to investigate the three physical scores of the students' mid-term test,the second monthly test and the final test.Finally,quantitative analysis of students' physics learning motivation level and physics academic achievement,find the correlation between them,based on the correlation between physics learning motivation and physics academic performance,explore the differences in physics learning motivation of students with different academic achievements,the following conclusions are drawn.First,the cognitive drive level in the physics learning motivation of the first-year students is lower than the ego-enhancement drive level,and the ego-enhancement drive is lower than the affiliated drive.Second,students' cognitive drive,ego-enhancement drive and self-efficacy are statistically weakly positively correlated with physics academic performance.Students' affiliated drive and physics academic performance are in statistically very weak positive correlation,there is no statistical correlation between student willpower and physics academic performance.Third,students with better academic performance perform better in cognitive drive and self-efficacy than other students,and there are statistical differences;students with poor academic performance are relatively inferior to other students.There is a statistical difference in the cognitive drive and ego-enhancement drive,and the attribution styles of students with different academic achievements are also different.According to the problems in the physics learning motivation of high school students presented in the questionnaire and the differences in the physics learning motivation of students with different academic achievements found in the analysis,the corresponding teaching strategies are proposed in the four aspects of the students' cognitive drive,ego-enhancement drive,self-efficacy and attribution style,hoping to stimulate and cultivate students' physics learning motivation and improve students' physics achievements.