A Study On Gender Differences In Physical Learning Motivation Of Junior High School Students

The development of education is related to the national economy and people's livelihood and the issue of educational equity concerns social equity.Relevant publications reports point out that gender imbalance exists in many fields in China's labor market.And the gender imbalance is rooted in school days.Therefore,as an important factor to stimulate and maintain students' learning activities,the study on gender difference of learning motivation is indispensable.In order to fulfill the requirements of the physics curriculum standards for compulsory education that "the potential of every student in learning science should be fully developed",and to practice the student-oriented and people-oriented standards of education,this study explores the gender differences in junior high school students' physics learning process and puts forward relevant reasonable Suggestions.This paper uses the literature analysis method to classify and summarize the Chinese and foreign literature in recent 20 years,and introduces a series of theories about learning motivation and gender difference in the fields of education and psychology.Studies have shown that there are innate differences in brain structure and function that lead to sex differences between men and women.The gender differences are differences in the abilities men and women are better at,how they learn,or how they remember,rather than differences in intelligence.Many researchers have found that factors such as teaching environment,teachers' ideas,teachers' teaching methods,students' families and public opinion all have different effects on the physics learning motivation of male and female students.On this basis,the following research is carried out.Some students in grade 8 and grade 9 of a public middle school in Jinshui district,Zhengzhou city,Henan province were surveyed by questionnaire.In order to explore the gender differences between male and female junior high school students in the six aspects of learning interest,self-improvement drive,subordinate drive,self-efficacy,attribution of success and failure and will quality,as well as the influence of these six factors on junior high school students' physics learning motivation,SPSS20.0 was used to conduct descriptive statistical analysis and independent sample t-test analysis of the collected data.Through data analysis,the results showed:(1)The gender difference of junior middle school students' physics learning motivation mainly lies in three aspects:learning interest,self-efficacy and attribution of success and failure.(2)In terms of learning interest,the degree of male students' participation in physics class and the frequency of communication after physics class are significantly higher than that of female students.(3)In terms of self-efficacy,compared with boys,girls' emotional and psychological state towards physics is very negative,and they are more inclined to trust others' judgment when encountering difficulties or differences.(4)In terms of attributions to success,girls were more likely to attribute their success to luck.(5)The study also found that although there was no significant gender difference in the level of secondary drive between male and female students,secondary drive was the biggest factor influencing junior high school students' physics learning motivation.Finally,this paper makes a detailed analysis of the above results by combining the theories of learning motivation and gender differences.Considering the diversity of reasons for the differences,this paper proposes specific feasible suggestions for educators,parents and students,hope to enrich the study of gender differences in learning motivation,help students achieve long-term and meaningful physics learning,help teachers take advantage of gender differences in students' motivation to learn and apply appropriate teaching methods in the specific teaching atmosphere situation to realize teaching according to aptitude and sex.