陕北地区高中生物理学习情感现状调查与情感激发策略研究

发布时间：2018-01-31 10:37

本文关键词： 学习兴趣感学习自控感学习自尊感学习价值感学习成就感　出处：《延安大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着经济的迅速发展,物理知识在社会发展过程中发挥着无可替代的作用,而物理学习情感对他们的学习活动有重要的影响。因此,本研究以高中生物理学习情感的问卷调查为工具,调查了高中学生物理学习情感的真实情况,并针对结果提出了激发高中生物理学习情感的教学策略。近年来,更多的国内外学者开始关注并重视了对学习情感的研究。依据高中生心理和发展的特点,如何才能让高中生乐于学习,主动探究,激发高中生物理学习情感,是一个很重要的问题。本研究在查阅大量文献基础上,依据高中生的心理发展以及物理学科自身特点,提出了把《高中生的物理学习情感问卷》确定为正式问卷。从物理学习兴趣感、物理学习自控感、物理学习自尊感、物理学习价值感和物理学习成就感5个维度,对1000名高中生的物理学习情感进行了调查研究。研究结果表明,高中生被试在物理学习情感总体以及各维度得分良好,但不同学校、不同年级、不同性别、不同生源地、不同家庭、不同班级类型、不同物理成绩的高中生存在不同。具体表现在:不同学校的高中生被试,物理学习情感总体得分省级示范高中(一中)最低、市级示范高中(三中)处于中间、非示范高中(七中)最高,且市级示范与非示范、省级示范与非示范高中学校之间都存在显著性的差异;不同的年级间高中生被试在物理学习情感总体得分由低到高分别是高三、高二、高一年级,且高三与高一、高三与高二高中生被试之间不存在着显著性差异;不同性别间的高中生被试在物理学习情感总体以及各维度上,女生普遍高于男生,二者之间不存在显著性差异;不同生源地间的高中生被试在物理学习情感总体上,得分由高到低依次是来自城区、城镇、农村的学生,他们之间都不存在明显的差异;不同家庭间高中生被试在物理学习情感总体以及各维度得分正常家庭的学生比单亲家庭的得分高,他们之间不存在显著性差异;不同班级类型的高中被试在物理学习情感总体上,重点班比普通班的得分高,二者不存在显著性差异;不同物理成绩间高中生被试在物理学习情感问卷中各维度及总体上存在显著性差异,得分由高到低依次为:物理成绩中等、优秀、差的样本。针对高中生在物理学习情感调查中所反映出的问题,结合当前的学习情感现状,特提出如下建议:首先,教师要从自身做起,加强学习情感理论知识;根据不同年级的学习内容,在不同的年级实施不同的教学策略;纠正传统消极的性别偏见,改变传统的教学模式,实施因性施教;加强与学生之间的情感交流,给予学生以师爱,并强化鼓励学生;对学生的评价应该多元化。其次,学校要通过订阅物理杂志、书籍来丰富学生的物理知识。因为受条件的限制,本研究难免存在着局限性,因此,在本文的最后一段笔者提出了一些建议,以便在今后得以进一步的研究。
[Abstract]:With the rapid development of economy, physical knowledge plays an irreplaceable role in the process of social development, and physics learning emotion has an important impact on their learning activities. Based on the questionnaire of high school students' physics learning emotion, this study investigated the real situation of high school students' physics learning emotion, and put forward teaching strategies to stimulate high school students' physics learning emotion in recent years. More and more scholars at home and abroad began to pay attention to the study of learning emotion. According to the characteristics of high school students' psychology and development, how to make high school students happy to learn, actively explore, and stimulate high school students' physics learning emotion. This study is based on a large number of literature, according to the psychological development of high school students and the characteristics of physics. In this paper, we put forward a formal questionnaire, which includes the sense of interest in physics learning, the sense of self-control in physics learning, and the sense of self-esteem in physics learning. This paper investigates the physics learning emotion of 1000 senior high school students in five dimensions of physics learning value and physics learning achievement. High school students scored well in physics learning emotion in general and in different dimensions, but different schools, different grades, different gender, different places of students, different families, different class types. Different high school students have different physics scores. The specific performance is that the students in different schools have the lowest overall score of physics learning emotion in provincial model high school (one middle school) and the city level model high school (three middle school) is in the middle. Non-demonstration high school (No. 7 middle school) is the highest, and city demonstration and non-demonstration, provincial demonstration and non-model high school have significant differences; The total scores of physics learning emotion of the senior high school students in different grades are from the low to the high, which are the third, the second and the first grade respectively, and there is no significant difference between the senior high school students and the sophomores in the third year and the second year. On the whole and every dimension of physics learning emotion of senior high school students of different genders, female students were generally higher than boys, and there was no significant difference between them. On the whole, the students' scores from high to low were from urban, urban and rural areas, and there was no significant difference between them. The scores of students with normal family scores were higher than that of single-parent families in physics learning emotion overall and in different dimensions, but there was no significant difference between them. On the whole, the scores of the key classes were higher than those of the ordinary classes, and there was no significant difference between them. There are significant differences in each dimension and overall in the physical learning affective questionnaire between the high school students and the students with different physics scores. The order of scores from high to low is: middle and excellent in physics. In view of the problems reflected in the affective survey of physics learning of high school students and the current situation of learning emotion, the following suggestions are put forward: first, teachers should start from themselves. Strengthen the study of emotional theory knowledge; According to the learning content of different grades, different teaching strategies are implemented in different grades; Correct the traditional negative gender bias, change the traditional teaching mode, and carry out teaching by reason; Strengthen the emotional exchange with students, give students teacher love, and strengthen the encouragement of students; The evaluation of students should be diversified. Secondly, schools should subscribe to physics magazines and books to enrich students' knowledge of physics. In the last paragraph of this paper, the author puts forward some suggestions for further study in the future.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7

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