The Teaching Practice Of Cultivating The Learning Habits Of Rural Left-behind Children In Junior Middle School Physics

With the continuous development and progress of the social economy,urban development is accelerating,resulting in the creation of a large number of employment opportunities within the city.Due to the problem of insufficient income,more and more farmers living in rural areas are choosing to leave the countryside for urban development.However,due to the enormous economic pressure and energy constraints,most of them leave their children in the countryside to live with the elderly or their relatives and friends,resulting in a large number of left behind children in rural areas.Taking the nine year school in Anxi Town,Fushun County,Sichuan Province as an example,its left behind children account for over75% of the total number of students in the school.Left behind children have been separated from their parents for a long time,lacking companionship and care from their parents,educational guidance from their parents on their learning path,and a normal family atmosphere,resulting in left behind children lacking some learning habits compared to non left behind children.This article focuses on the requirements for the core literacy of the physics discipline,analyzing the abilities that rural left behind children lack in the middle school physics learning process.These abilities can be achieved by cultivating their learning habits,and ultimately finding strategies to cultivate these learning habits and conducting practical tests.Through a questionnaire survey,it was found that in the core competencies of physics,left behind children have poorer cooperative communication habits,reflective questioning habits,experimental exploration habits,and innovative creation habits compared to non left behind children.Based on the statistical analysis of survey results and interviews with guardians of left behind children and rural physics teachers,in-depth analysis is conducted on the characteristics of left behind children and the characteristics of physics subjects.Finally,methods and strategies are proposed to cultivate the learning habits of rural left behind children in middle school physics.The method of group experiment teaching aims to cultivate the habit of cooperative communication among students in the process of cooperative experimental operations and discussions.Secondly,using the teaching method of dialectical materialism,students should approach any physical law with a dialectical perspective,rather than simply memorizing and using the law.In addition,through various after-school exploration activities,students can independently design and complete experimental explorations,and develop the habit of scientific exploration.Moreover,through creative self-made instruments,students not only develop hands-on skills during the production process,but also stimulate their creativity and cultivate the habit of innovation and creation.Apply the above methods to practical teaching and randomly select 5 left behind children as case studies.Through observation records,experimental reports,and innovative results display,pre and post tests were conducted on these left behind children,and it was found that they had significant improvements in their specific physics learning habits,as well as in their corresponding abilities and physical literacy.The results indicate that the above teaching methods have a good effect on cultivating middle school physics learning habits among rural left behind children.Finally,it is hoped that this study can arouse the attention of frontline teachers working in rural schools to left behind children,provide methodological and practical references for their physics teaching process,provide better assistance for the development of left behind children,stimulate their learning interest,form good learning habits,and improve the effectiveness of middle school physics learning and core physics literacy of left behind children in rural areas,promoting the mental health development of left behind children.