Research On The Attribution And Transformation Of High School Physics Learning Difficult Based On Core Literacy

With the advancement of comprehensive quality education,the teaching objectives of physics requires students to be good at the subject learning as well as reaching certain level in physical concept,scientific thinking,scientific inquiry,scientific attitude and responsibility from content to core accomplishment.These new and higher requirements are like an insurmountable mountain for physics students.At present plenty of high school students have difficulties in learning physics,which not only obstructs their own learning results,but also obstacles the development of the whole school.Therefore,foreign scholars have carried out a lot of researches on the attribution and transformation of students with physics learning difficulties,our Chinese scholars also have constantly studied these phenomena.However,due to the differences of examination systems in various regions in China as well as the influences of school environments,the attributions of physical difficulties are different,so it is of great significance to study the attribution and transformation of physics learning difficulties and measures in various regions.Based on the comprehensive development of talents,supported by theories of educational psychology and education,the author analyzes the leaning difficulties of high schools in the count after having reviewed the achievements of physical difficulties.So the characteristics of physics teaching under the county-level high schools and the new curriculum standard have been generalized.Referring to Professor Zheng Richang's Diagnosis Questionnaire by Learning Methods and the Questionnaire on the Status of High School Physical Learning formulated by Zou Huikun,together with the author's personal experience of high school physics teaching over years,he has designed the questionnaire and interviewing outline.The former was conducted among1,500 second-year-student from five high schools in Huangmei County,Hubei Province,combined with interviews with front-line teachers,from the perspective of physical discipline literacy,the attribution analysis of physics learning difficulties,family and social environment,schools,teachers,students,characteristics of physics subjects,and new curriculum reform,various reasons for physics learning difficulties are obtained.According to the operational definition of physics learning difficulty students,Liu,together with other 25 students from Huangmei,Class 5,Grade 3 and Class 12,Grade 3 are confirmed as the physics learning difficulty students.Based on their attribution of physical difficulties,purposeful and planned teaching,guidance and training have been carefully given to them within a year.The research shows that Liu and other 21 students have greatly improved their physics scores before and in the college entrance examination,In addition,Cai and other four students have also improved their results.The practice has proved that the investigation of the attribution of physics difficulties is accurate,the transformation measures for those physics learning difficulty students are also effective.This research has found the attribution of physics learning difficulty and put forward the transformation measures of physics learning difficulty students.It has provided references and advice for motivating high school students' enthusiasm for learning and improving their learning capabilities.