科教导刊
科教導刊
과교도간
THE GUIDE OF SCIENCE & EDUCATION
2014年
30期
185-187
,共3页
山区%初中%物理%学习%心理
山區%初中%物理%學習%心理
산구%초중%물리%학습%심리
mountain area%middle school%physics%learning%psychology
为了解偏远山区初中学生物理学习的心理状态,进而寻找有效的应对策略,本研究采用自编的《初中学生物理学习心理状态调查问卷》对253名偏远山区初中学生进行研究,研究结果显示:(1)受测者学习物理的信心整体处于中等水平,男生自信心明显高于女生,少数学生失去信心;(2)受测者学习物理的压力偏高,且女生显著高于男生;(3)受测者对物理成绩归因于个人努力的比例较高;(4)男女生喜欢物理课的程度相当,男生进入学习物理的心理准备程度低于女生,但是男生的适应能力明显高于女生;(5)大部分初中生的学习计划性不强,学习方法不正确;(6)初中生很少主动请教老师,但能常与同学互相学习、互相帮助。
為瞭解偏遠山區初中學生物理學習的心理狀態,進而尋找有效的應對策略,本研究採用自編的《初中學生物理學習心理狀態調查問捲》對253名偏遠山區初中學生進行研究,研究結果顯示:(1)受測者學習物理的信心整體處于中等水平,男生自信心明顯高于女生,少數學生失去信心;(2)受測者學習物理的壓力偏高,且女生顯著高于男生;(3)受測者對物理成績歸因于箇人努力的比例較高;(4)男女生喜歡物理課的程度相噹,男生進入學習物理的心理準備程度低于女生,但是男生的適應能力明顯高于女生;(5)大部分初中生的學習計劃性不彊,學習方法不正確;(6)初中生很少主動請教老師,但能常與同學互相學習、互相幫助。
위료해편원산구초중학생물이학습적심리상태,진이심조유효적응대책략,본연구채용자편적《초중학생물이학습심리상태조사문권》대253명편원산구초중학생진행연구,연구결과현시:(1)수측자학습물리적신심정체처우중등수평,남생자신심명현고우녀생,소수학생실거신심;(2)수측자학습물리적압력편고,차녀생현저고우남생;(3)수측자대물리성적귀인우개인노력적비례교고;(4)남녀생희환물리과적정도상당,남생진입학습물리적심리준비정도저우녀생,단시남생적괄응능력명현고우녀생;(5)대부분초중생적학습계화성불강,학습방법불정학;(6)초중생흔소주동청교로사,단능상여동학호상학습、호상방조。
In order to understand the psychological state of the physical remote mountain middle school students to learn, and then to find effective coping strategies, this study used self's"mental state middle school students learn physics questionnaire"for 253 junior high school students to study in remote mountainous areas, the results showed:( a) confidence subjects to study physics in the middle of the overall level of confidence was significantly higher than boys girls, a few students lose confidence;higher (2) pressure subjects to study physics, and the girls were significantly higher than boys;(3) subjects were attributed to a higher proportion of physical achievements of individual effort;degree (4) boys and girls quite like physics class, the boys en-tered the psychological readiness to study physics than girls, but boys adaptability significantly higher than girls;(5) The major-ity of junior high school students learning plans are not learning method is not correct;(6) junior high school students rarely take the initiative to ask the teacher, but it can often with the students learn from each other and help each other.