本文關(guān)鍵詞： 學(xué)習(xí)興趣感 學(xué)習(xí)自控感 學(xué)習(xí)自尊感 學(xué)習(xí)價(jià)值感 學(xué)習(xí)成就感　出處：《延安大學(xué)》2017年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：隨著經(jīng)濟(jì)的迅速發(fā)展,物理知識(shí)在社會(huì)發(fā)展過(guò)程中發(fā)揮著無(wú)可替代的作用,而物理學(xué)習(xí)情感對(duì)他們的學(xué)習(xí)活動(dòng)有重要的影響。因此,本研究以高中生物理學(xué)習(xí)情感的問(wèn)卷調(diào)查為工具,調(diào)查了高中學(xué)生物理學(xué)習(xí)情感的真實(shí)情況,并針對(duì)結(jié)果提出了激發(fā)高中生物理學(xué)習(xí)情感的教學(xué)策略。近年來(lái),更多的國(guó)內(nèi)外學(xué)者開(kāi)始關(guān)注并重視了對(duì)學(xué)習(xí)情感的研究。依據(jù)高中生心理和發(fā)展的特點(diǎn),如何才能讓高中生樂(lè)于學(xué)習(xí),主動(dòng)探究,激發(fā)高中生物理學(xué)習(xí)情感,是一個(gè)很重要的問(wèn)題。本研究在查閱大量文獻(xiàn)基礎(chǔ)上,依據(jù)高中生的心理發(fā)展以及物理學(xué)科自身特點(diǎn),提出了把《高中生的物理學(xué)習(xí)情感問(wèn)卷》確定為正式問(wèn)卷。從物理學(xué)習(xí)興趣感、物理學(xué)習(xí)自控感、物理學(xué)習(xí)自尊感、物理學(xué)習(xí)價(jià)值感和物理學(xué)習(xí)成就感5個(gè)維度,對(duì)1000名高中生的物理學(xué)習(xí)情感進(jìn)行了調(diào)查研究。研究結(jié)果表明,高中生被試在物理學(xué)習(xí)情感總體以及各維度得分良好,但不同學(xué)校、不同年級(jí)、不同性別、不同生源地、不同家庭、不同班級(jí)類(lèi)型、不同物理成績(jī)的高中生存在不同。具體表現(xiàn)在:不同學(xué)校的高中生被試,物理學(xué)習(xí)情感總體得分省級(jí)示范高中(一中)最低、市級(jí)示范高中(三中)處于中間、非示范高中(七中)最高,且市級(jí)示范與非示范、省級(jí)示范與非示范高中學(xué)校之間都存在顯著性的差異;不同的年級(jí)間高中生被試在物理學(xué)習(xí)情感總體得分由低到高分別是高三、高二、高一年級(jí),且高三與高一、高三與高二高中生被試之間不存在著顯著性差異;不同性別間的高中生被試在物理學(xué)習(xí)情感總體以及各維度上,女生普遍高于男生,二者之間不存在顯著性差異;不同生源地間的高中生被試在物理學(xué)習(xí)情感總體上,得分由高到低依次是來(lái)自城區(qū)、城鎮(zhèn)、農(nóng)村的學(xué)生,他們之間都不存在明顯的差異;不同家庭間高中生被試在物理學(xué)習(xí)情感總體以及各維度得分正常家庭的學(xué)生比單親家庭的得分高,他們之間不存在顯著性差異;不同班級(jí)類(lèi)型的高中被試在物理學(xué)習(xí)情感總體上,重點(diǎn)班比普通班的得分高,二者不存在顯著性差異;不同物理成績(jī)間高中生被試在物理學(xué)習(xí)情感問(wèn)卷中各維度及總體上存在顯著性差異,得分由高到低依次為:物理成績(jī)中等、優(yōu)秀、差的樣本。針對(duì)高中生在物理學(xué)習(xí)情感調(diào)查中所反映出的問(wèn)題,結(jié)合當(dāng)前的學(xué)習(xí)情感現(xiàn)狀,特提出如下建議:首先,教師要從自身做起,加強(qiáng)學(xué)習(xí)情感理論知識(shí);根據(jù)不同年級(jí)的學(xué)習(xí)內(nèi)容,在不同的年級(jí)實(shí)施不同的教學(xué)策略;糾正傳統(tǒng)消極的性別偏見(jiàn),改變傳統(tǒng)的教學(xué)模式,實(shí)施因性施教;加強(qiáng)與學(xué)生之間的情感交流,給予學(xué)生以師愛(ài),并強(qiáng)化鼓勵(lì)學(xué)生;對(duì)學(xué)生的評(píng)價(jià)應(yīng)該多元化。其次,學(xué)校要通過(guò)訂閱物理雜志、書(shū)籍來(lái)豐富學(xué)生的物理知識(shí)。因?yàn)槭軛l件的限制,本研究難免存在著局限性,因此,在本文的最后一段筆者提出了一些建議,以便在今后得以進(jìn)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.
【學(xué)位授予單位】：延安大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.7

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