| In the new curriculum standard of physics,the expression of the conception of motion and interaction takes up a lot of space.Among the examinations of the college entrance examinations in the past ten years that are consistent with the new curriculum standard,half of the 12 required questions involve motion and interaction.Learning self-efficacy is considered in education academia as one of the most important factors in learning effectiveness.Therefore,in the process of physics teaching,in addition to paying attention to the characteristics of physics,students’ physics learning self-efficacy should not be underestimated.In this research,Bian Yufang’s learning self-efficacy scale is adapted into a physics learning self-efficacy scale with excellent reliability and validity.The scale consists of 20 questions in five aspects,and is used to investigate the current situation of students’ physics learning self-efficacy.According to the Bloom’s Taxonomy of Educational Objectives revised by L.W.Anderson et al.and the description of the academic quality level of physics conceptions in the General High School Physics Curriculum Standards(2017 Edition 2020 Revision),and refer to the test questions involving motion and interaction in the physics college entrance examinations of Nation,Guangdong and Chongqing in the past two years,which is divided into four levels: "understanding","executive application","implementation application" and "analysis".According to the framework,test questions with good reliability and validity are compiled to measure students’ conception of motion and interaction to understand the current situation of high school students’ physics conceptions.The objects of this research are 175 senior one students at Y Middle School of Chongqing.According to the data analysis of the survey results,the following conclusions are obtained:Firstly,there is a significant positive correlation between the conception of motion and interaction and the physics learning self-efficacy in senior one students.And the "understanding" level of the conception of motion and interaction has the strongest correlation with physics learning self-efficacy,the conception of motion and interaction has the strongest correlation with the " belief of good learning outcome" aspect of physics learning self-efficacy.Secondly,students of different genders exhibit significant differences in physics learning self-efficacy.On average,boys exhibit higher self-efficacy than girls in physics learning,mainly in the three aspects " belief of good learning outcome","aptitude" and "self-confidence" of physics learning self-efficacy.Thirdly,compared with the class with higher overall academic level,the positive correlation between the conception of motion and interaction and physics learning self-efficacy in the class with lower overall academic level is greater.Fourthly,there is a significant positive correlation between the physics learning self-efficacy and the two aspects "successfully answering questions" and "actively interacting with teachers" in the interaction between teachers and students,and the positive correlation with the latter is greater.Finally,according to the above conclusions,this research proposes corresponding suggestions for cultivating students’ physics conceptions. |
