Research On The Driving Forces Of Middle School Students' Physics Learning ——Taking A School As An Example

With the continuous development of education,social education circles have generally paid attention to the content of non intellectual factors such as learning interest,learning self-confidence,academic emotion,academic motivation and learning emotion.It is worth noting that having good physics learning motivation can effectively improve physics academic performance.Learning driving force can further affect students' psychological process.Through interaction,their cognitive activities are positively affected,so as to effectively improve students' personality charm and spiritual outlook.The main influencing factors of learning activities include the part about learning driving force.For those middle school students who face great pressure of entering a higher school,learning driving force will affect all links of their whole learning activities and have a certain impact on their physical and mental health and academic performance.Therefore,explore the content of middle school students' physics learning driving force is very necessary,and take active and effective intervention measures to effectively improve the physics learning driving force.By using the methods of literature research and questionnaire survey,this study carefully studied the relevant problems about the driving force of middle school students' physics learning.The main research contents are as follows:(1)Introduce the current educational reform background and relevant learning motivation theory in detail,and determine the three-dimensional degree of students' physics learning driving force(cognitive driving,self driving and accessory driving),so as to better investigate the main learning driving factors of students.(2)By designing the questionnaire about middle school students' learning motivation,the questionnaire is distributed and collected in time to facilitate the pre-test and post-test.There are three main dimensions in the research design,including cognitive drive,self drive and accessory drive,gender,family conditions and other variable relationships,so as to make an analysis of variance.After a preliminary analysis,the main characteristics of the driving force of junior middle school students' physics learning are obtained.Then,two classes with similar pre-test scores in experimental middle school a are selected as the comparison department for experimental intervention research,so as to fully understand the importance of intervention.(3)According to the results of the pre-test,we can formulate a targeted intervention plan.Starting from the three-dimensional degree of students' physics learning driving force,this paper explains the intervention strategies for cognitive driving,self driving and accessory driving respectively,and explains them with cases.(4)Analyze the results of pre-test and post test.According to the final results,after the intervention,the total average score of the driving force of post test physics learning in the experimental class is higher than that in the pre-test,and the total average score of the driving force of post test physics learning in the control class is lower than that in the pre-test.This fully shows that after the intervention,the driving force of physics learning of middle school students in the experimental class has been improved to a certain extent.In terms of academic performance,the post test physics in the experimental class is higher than the pre-test,while there is no significant difference in the control class.This fully shows that after the intervention,the physics academic performance of middle school students in the experimental class has been improved to a certain extent.At the same time,after the intervention,the driving force of middle school students' physics learning has a positive impact on their physics academic performance,which has a certain significant level.So as to effectively prove the effectiveness of the intervention measures taken in this study.The content of learning motivation proposed in this study can promote students to learn better to a certain extent.Through careful analysis of students' motivation to learn physics,understand the main reasons for their lack of motivation in the process of daily physical knowledge learning,and summarize and study the methods related to learning motivation,so as to further stimulate their learning enthusiasm and initiative,which can be applied to teachers' actual teaching process by adopting a series of positive and effective intervention strategies,Better promote the driving force of middle school students' physics learning.