| The dynamic circuit in junior high school plays a vital role in the study of electronics,life practice and the connection between junior high school and senior high school.The knowledge points of dynamic circuit are involved in is involved in chapters 13,14 and 15 of the physics textbook of junior high school.Dynamic circuits are complex and flexible,requiring students to have a solid foundation of physical knowledge,agile logical thinking,and flexible mathematical computing skills.However,a great deal of teaching experience shows that junior high school students face many difficulties in the process of learning dynamic circuits.face many difficulties in the process of learning dynamic circuits.Some students are able to solve the obstacles and overcome difficulties,while others give up because they cannot find a suitable way to study dynamic circuitry.Physics learning is cut off,which affects not only academic level testing,but also the learning of circuit knowledge in senior high school.Therefore,it is of great significance to diagnose the dynamic circuit learning disabilities of junior high school students and explore effective teaching strategies based on the diagnosis.In the first and second chapters,through literature research,this paper summarizes the relevant research on physical learning disabilities and dynamic circuits,and the two important concepts of dynamic circuits and learning disabilities.Then learning transfer theory,constructivism and recent development zone theory are analyzed as the theoretical basis for the proposed teaching strategy.In chapter three,based on Gagne’s theory of learning result,the evaluation index system of cognitive impairment in dynamic circuit learning has been constructed.Based on the characteristics of physical learning and dynamic circuit knowledge,it makes a detailed description of three primary index dimensions and eight secondary index dimensions.This paper analyzes students’ homework from two aspects of verbal information and intellectual skills.According to the cognitive strategy evaluation index,the questionnaire about the metacognitive disorder in dynamic circuit learning has been developed.Through homework analysis and questionnaire survey,this paper analyzes the cognitive disability of junior high school students in dynamic circuit learning,as the basis for analyzing the types and causes of learning disability and putting forward teaching strategies.The fourth chapter constructs an appropriate structure of non-cognitive factors in dynamic circuit through the analysis of the structure of non-cognitive factors,and constructs a non-cognitive disability evaluation scale according to the characteristics of dynamic circuit learning.According to the scale,the questionnaire of non-cognitive impairment in dynamic circuit learning is developed to diagnose the non-cognitive impairment of students in dynamic circuit learning and provide support for the proposal of teaching strategies in this study.The fifth and sixth chapters are the focus of this paper.Through the investigation of cognitive and non-cognitive disabilities in dynamic circuit learning,his paper analyzes the types and causes of learning disability from the perspective of cognition and non cognition.According to the types and causes of obstacles,this paper puts forward the teaching strategies to eliminate learning disabilities from four aspects:non-cognition,metacognition,consolidation of basic knowledge,skills,and quality of thinking.Through investigation,it is found that students have a variety of learning disabilities in dynamic circuit learning,and cognitive impairment and non cognitive impairment affect and interact with each other.Only by making an effective diagnosis of students’ learning disabilities and symptomatic medication for each student based on the existing cognitive level and students’ cognitive styles,can teachers help students eliminate the learning disabilities in dynamic circuit learning. |
