Research On The Causes And Countermeasures Of High School Students’ Difficulties In Learning Electrical Experiment

With in-depth advancement of education reform,the new education and teaching reform program aims to develop students’ core literacy,implement the fundamental task of moral education,adapt to the development trend of world education reform,and make accurate efforts,so as to enhance the international competitiveness of China’s education.This reform undoubtedly brings new challenges and opportunities to physics teaching in senior high school.The Standard of Physics Curriculum for Senior High School(2017 Edition)points out that "the physical concepts and scientific thinking formed in physics curriculum should be used to analyze and solve the problems in production and life.In solving the problems,we should further improve the ability of inquiry,enhance the awareness of practice,develop a scientific attitude,and promote the formation of the core literacy of physics.Physics experiment is one of the important methods of physics research.Learners can observe the phenomenon of experiment,feel and experience the process of experiment to provide the basis for learning physics theory knowledge.While electrical experiment,as a difficult point for senior high school students to learn physics concepts,master the laws of physics,and solve practical problems,can not be ignored.It can greatly promote the divergence of students’ thinking dimensions and the improvement of practical ability.Although all schools are trying to improve the hardware of experimental teaching,teachers are improving the experimental teaching methods,and the experimental evaluation mechanism is gradually established,there are still many shortcomings in terms of the effects students’ learning electrical experiments:the operation is not standardized,the ability of independent analysis of experimental errors is not strong,and the conventional experiments in the teaching materials can not be transferred.This study combines various research methods such as literature method,questionnaire survey method,paper-and-pencil test and oral report method to investigate and analyze the causes of students’ learning difficulties in electrical experiment,and puts forward improvement strategies based on teaching practice.Based on constructivism theory,zone of proximal development theory,multiple intelligence theory and other theoretical basis,combined with the teaching practice,the coping strategies are put forward.On the basis of literature review,this study first defines the concepts of "high school students","electrical experiment" and "learning difficulty",and then conducts a questionnaire survey on students’ cognitive level of electrical experiment and their learning engagement;The paper and pencil test and oral report are used to diagnose the students’ knowledge base,experimental skills and problem-solving ideas.This study shows that the objective factors of students’ learning difficulties are the knowledge of electrical experiment and the difficulty of electrical experiment operation,the insufficient experimental equipment and the tense experimental teaching hours limit students’ learning of electrical experiment,and the weak experimental foundation and learning motivation are the main factors of poor learning effect.Teachers’ teaching process and knowledge are not conducive to the improvement of students’ experimental ability.In view of the causes of high school students’ learning difficulties in electrical experiment,the author puts forward the following suggestions: in the aspect of teachers’ teaching,focusing on different types of experimental teaching according to different levels of students’ different intelligence,enriching the content of experimental teaching;In the aspect of students’ learning,we should base on the experiment of teaching materials,realize the transformation of knowledge into ability,pay attention to the forward and backward reasoning,overcome the thinking stereotype,study the history of physics,and infiltrate the ideas and methods of physics experiment;In the aspect of electrical experiment knowledge,the abstract knowledge is visualized to reduce the difficulty of students’ thinking.The significance of this research work is to start from the students’ academic conditions,study their participation in the learning process of electrical experiments,to maximize their consideration of how to solve problems in the learning process,to provide certain strategies for teachers to improve the teaching methods of electrical experiment,to reduce the difficulty of students’ mastering electrical experiment,and to strive to break through the obstacles and bottlenecks of electrical experiment learning,and to promote the development of students’ electrical experiment ability.