簡介：齊德沖課堂教學提高高中生物理學習力的研究摘要2L世紀是科學技術(shù)加速發(fā)展的時代，知識的老化程度加快。隨著網(wǎng)絡化、信息化的不斷發(fā)展，社會對人才提出了更高的要求。社會競爭力成為衡量一個人適應社會能力的重要指標，學習力體現(xiàn)了一個人的核心社會競爭力，因此，發(fā)展個人學習力是提高競爭力的必然要求。學習力理論在提升組織成員的知識技能、交流、合作、創(chuàng)新等方面效果顯著，這些能力正是當前教育對學生提出的要求，學習力理論順應了教育發(fā)展趨勢，為當前的教學改革指明了方向，因此發(fā)展學生的學習力具有重要意義。本次研究從學生學習力存在的不足之處著手，提出一系列旨在提高學生學習力的教學建議和策略，希望為教育改革和發(fā)展提供一定的借鑒。本文共計六章，系統(tǒng)地闡述了高中生物理學習力提升的問題。第一章論述了研究背景、意義，方法和目的，并且簡明扼要地闡述了學習力操作性概念。第二章論述了學習力的相關(guān)理論，包括學習力研究的起源第五項修煉理論，以及建立在第五項修煉理論基礎(chǔ)上的國內(nèi)外學習力研究成果。第三章論述了開展學習力教育的理論基礎(chǔ)，主要包括心理學、教育學和物理學科自身的特點，論證了在物理教學中開展學習力教育是合理、有意義的。第四章描述了學習力調(diào)查報告的情況。本次研究根據(jù)學習力四要素學習動力、學習毅力、學習能力、學習創(chuàng)造力，我們編制了學習力調(diào)查問卷。根據(jù)回收的有效問卷我們詳細地分析了高中生物理學習力的狀況，闡述了提高學習力的重要性。第五章論述了提升高中生物理學習力的策略。本章從影響物理教育的六個重要因素包括物理課程改革與發(fā)展、教育的評價方式、教師的教學心理、學生的學習心理、社會心理、校園學習環(huán)境入手，采用系統(tǒng)思考的方法分析了物理教學中存在的問題。依據(jù)具體問題具體分析的原則，我們提出了如何提高高中生物理學習力的教學策略，主要包括提高學生的興趣、認知、探索、信息搜索和應用等方面的能力。第六章詳細闡述了一個在實際教學中提高高中生物理學習力的教學案例。我們在實驗班采用旨在提高學生學習力的教學方法，實驗結(jié)束后，對比實驗班和對照班在教學方法、教學效果、測試結(jié)果、課堂感受等方面的異同，發(fā)現(xiàn)實驗班的教學達到了預期的效果，學生學習力有一定的提高。本章最后進行了簡單的總結(jié)，同時指出本研究的不足之處。關(guān)鍵詞學習力高中生物理教學教學案例問卷調(diào)查系統(tǒng)思考ABSTRACTTHE21STCENTURYISTHEERAOFACCELERATEDDEVELOPMENTINSCIENCEANDTECHNOLOGYANDKNOWLEDGEWILLBEAGINGMUCHFASTERWITHTHECONTINUOUSDEVELOPMENTOFNETWORKANDINFORMATIONTECHNOLOGYTHESOCIETYHASPUTFORWARDAHIGHERREQUIREMENTFORTALENTSOCIALCOMPETITIVENESSBECOMEALLIMPORTANTINDICATORTOMEASURETHEABILITYTHATAPERSONADAPTTOTHESOCIETYLEARNINGABILITYREFLECTSTHECOREOFAPERSON’SSOCIALCOMPETITIVENESS，THEREFORE，TODEVELOPINDIVIDUALLEARNINGABILITYISANINEVITABLEREQUIREMENTTOIMPROVEONE’SCOMPETITIVENESSTHEORYOFLEARNINGABILITYHASASIGNIFICANTEFFECTTOENHANCEKNOWLEDGEANDSKILLS，COMMUNICATION，COOPERATION，INNOVATIONOFTHEMEMBERSOFTHEORGANIZATION，THESECAPABILITIESISREQUIREDFORSTUDENTSINCURRENTLYEDUCMION1EARNINGABILITYTHEORYCONFORMTOTHE齊德沖課堂教學提高高中生物理學習力的研究目錄1川圳舢㈣川㈣㈣川舢摘要一Y24195091ABSTRACT11引言一511研究背景一512學習力概念5121學習力概念概述5122學習力基本要素6123學習力四要素的關(guān)系一613研究意義一7131理論意義一7132現(xiàn)實意義714研究方法一7141文獻法7142系統(tǒng)思考法714T3個案分析法715研究目的一82學習力理論綜述821學習力概述一822第五項修煉理論一8221第一項修煉自我超越一9222第二項修煉改善心智模式9223第三項修煉建立共同愿景10224第四項修煉團體學習一10225第五項修煉系統(tǒng)思考11226五項修煉的關(guān)系1123國內(nèi)外學習力研究綜述12231國外學習力的研究12232國內(nèi)學習力研究綜述143開展學習力教育的理論基礎(chǔ)1631心理學基礎(chǔ)16311行為主義學習理論16312認知學習理論一16313建構(gòu)主義學習理論17314人本主義心理學理論一1732教育學基礎(chǔ)18321終身教育理論一18322創(chuàng)新教育理論1833物理學科特點183131新課程改革要求一18332物理學科特點194高中生物理學習力調(diào)查分析1941研究方法1942數(shù)據(jù)分析20

簡介：蘇州大學學位論文獨創(chuàng)性聲明門‘S952本人鄭重聲明提交的學位論文是本人在導師的指導下，獨立進行研究工作所取得的成果。除文中已經(jīng)注明引用的內(nèi)容外，本論文不含其他個人或集體已經(jīng)發(fā)表或撰寫過的研究成果，也不含為獲得蘇州大學或其他教育機構(gòu)的學位證書而使用過的材料。對本文的研究作出重要貢獻的個體和集體，均已在文中以明確方式標明。本人承擔本聲明的法律責任。論文作者簽名酗日期坐掣■I■IILL■■■■■■R，BI學位論文使用授權(quán)聲明本人完全了解蘇州大學關(guān)于收集、保存和使用學位論文的規(guī)定，既學位論文著作權(quán)歸屬蘇州大學。本學位論文電子文檔的內(nèi)容和紙質(zhì)論文的內(nèi)容一致。蘇州大學有權(quán)向國家圖書館、中國社科院文獻信息情報中心、中國科學技術(shù)信息研究所含萬方數(shù)據(jù)電子出版社、中國學術(shù)期刊光盤版電子雜志社送交本學位論文的復印件和電子文檔，允許論文被查閱和借閱，可以采用影印、縮印或其他復制手段保存和匯編學位論文，可以將學位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進行檢索。涉密論文口本學位論文屬在年月解密后適用本規(guī)定。非涉密論文口論文作者簽名導師簽名

簡介：得的研究成果。3、本論文中除引文外，所有實驗、數(shù)據(jù)和有關(guān)材料均是真實的。4、本論文中除引文和致謝的內(nèi)容外，不包含其他人或其它機構(gòu)已經(jīng)發(fā)表或撰寫過的研究成果。。5、其他同志對本研究所做的貢獻均已在論文中作了聲明并表示了謝意。研究生簽名絲塑蘭研究生簽名拶司二I_叢日期學位論文使用授權(quán)聲明本人完全了解南京師范大學有關(guān)保留、使用學位論文的規(guī)定，學校有權(quán)保留學位論文并向國家主管部門或其指定機構(gòu)送交論文的電子版和紙質(zhì)版；有權(quán)將學位論文用于非贏利目的的少量復制并允許論文進入學校圖書館被查閱；有權(quán)將學位論文的內(nèi)容編入有關(guān)數(shù)據(jù)庫進行檢索；有權(quán)將學位論文的標題和摘要匯編出版。保密的學位論文在解密后適用本規(guī)定。研究生簽名噬蘊基日期【ABSTRACT】ENFORCINGTHENEWCURRICULUMOFHIGHSCHOOLPHYSICSPUTSFORWARDHIGHERREQUIREMENTSFORPHYSICSTEACHINGTHEAUTHORFOUNDFROMTHETEACHINGPRACTICETHATEMOTIONALFACTORSHAVEAGREATINFLUENCEONHIGHSCHOOLGIRLSINPHYSICSLEARNINGINTHISPAPER，BASEDONSOMUCHLITERATUREANDGUIDEDBYTHEORYOFPHYSIOLOGY，SOCIOLOGY，PSYCHOLOGY，THEAUTHORINVESTIGATEDSOMEBOYSANDGIRLSINMYSCHOOLONTHEIRSTATUSOFLEARNINGPHYSICALANDANALYZEDTHEFACTORSINFLUENCINGITALSOTHEEMOTIONALFACTORSINFLUENCINGHIGHSCHOOLGIFTSTOSTUDYPHYSICSWEREANALYSEDINTHEPAPERINADDITION，THEAUTHORPUTFORWARDSOMECORRESPONDINGMEASURESTOIMPROVETHEABILITIESFORHIGHSCHOOL百RLSTOLEARNPHYSICALWELL，SUCHASTHEMANAGEMENTOFPHYSICSLEARNINGPORTFOLIOFORFEMALE，EXPANSIONANDCARDINGOFPHYSICALKNOWLEDGEFOREACHUNIT；BUILDINGGIRLS’SELFCONFIDENCETOLEARNPHYSICAL，INSPIRINGGIFLS’INTRINSICMOTIVATIONTOSTUDYPHYSICSANDSOONSOTHEINITIALTEACHINGPRACTICEHASACHIEVEDPOSITIVERESULTS【KEYWORDSLSENIORGIDSTUDENTS，PHYSICSSTUDYEMOTIONALFACTORS

簡介：華中師范大學碩士學位論文高中生物理學習認知因素分析姓名劉娟申請學位級別碩士專業(yè)課程與教學論指導教師黃致新20090501⑨碩士學位論文MASTER’STHESISABSTRACTATPRESENT，HIGHSCHOOLSTUDENTS’PHYSICSLEARNINGDIFFICULTYISAVERYCOMMONPHENOMENONANDTHEEFFECTIVENESSOFPHY7SICALLEARNINGHASBECOMEONEOFTHEHOTTESTTOPICSTHATTHEPHYSICSEDUCATIONRESEARCHERSAROUNDTHEWORLDSHOWSSOLICITUDETHEFACTORSTHATINFLUENCETHEEFFECTIVENESSOFSENIORSTUDENTS’PHYSICSSTUDYAREVARIOUSBUTTHECOGNITIONFACTORPLAYSTHEMOSTDIRECTROLEHOWEVERMOSTOFARTICLESANALYSISTHEEFFECTIVENESSOFSENIORSTUDENTS’PHYSICSLEARNINGFROMTHENONCOGNITIONFACTORNOTFROMTHECOGNITIONANGLETHISTHESISSTUDIESTHEEFFECTIVENESSOFSENIORSTUDENTS’PHYSICSSTUDYFROMTHECOGNITIONANGLEFIRSTLYBASEDONTHEANALYSISOFTHEUNIVERSALITYOFSENIORSTUDENTS’PHYSICSLEARNINGDIFFICULTYANDTHEDIRECTEFFECTOFCOGNITIVEFACTORSONTHEPHY7SICSLEARNING，THISTHESISPUTSFORWARDTHERESEARCHPROBLEMABOUTCOGNITIVEFACTORONSENIORSTUDENTS’PHYSICSLEARNINGANDTHEAPPLICATIONOFTHEBRAINCOGNITIVESCIENCEINEDUCATIONALFIELDSMAKESITPOSSIBLETOCOMPLETETHISTHESISSECONDLYBYUSINGTHEQUESTIONNAIRESURVEYPROCEDUREANDLOGICTHINKING，THISPAPERUNIFIESPERSON’SCOGNITIONPROCESSINGCHARACTERISTIC，SENIORSTUDENTSCOGNITIONCHARACTERISTICANDTHEPHY7SICALSUBJECT’SCHARACTERISTIC，TOSEPARATELYANALYSISTHESENSATION，THEMEMORYANDTHESELFCONCEPT’SINFLUENCEONTHEEFFCCTIVENESSOFSENIORSTUDENTS’PHYSICSSTUDYTHERESULTINDICATEDTHATTHEDIFFERENCEOFLEARNINGSTYLEINSENSATIONBETWEENTHEPHYSICALTEACHERANDTHESTUDENTSHASTHEREMARKABLERELEVANCEWITHEFFECTOFSTUDENT’SPHYSICALSTUDYWORKINGMEMORYWOULDAFFECTSENIORSTUDENTS’PHYSICSSTUDYSENIORSTUDENTS’THESELFCONCEPTISCONNECTED、ⅣIMPHYSICSACADEMICRECORDTHESELFCONCEPTLEVELOFSTUDENT、航TLLOUTSTANDINGRESULTISOBVIOUSLYHIGHERTHANTHEONEOFSTUDENTS’PHRSITSLEARNINGDIFFICULTY刪Y，ACCORDINGTOTHECONCLUSIONTHISTHESISGIVESSOMESUGGESTIONANDTHESTRATEGYFORTHEPHYSICALTEACHERSCLASSROOMINSTRUCTIONFINALLYTHISTHESISSUMMARIZESTHEIMPORTANTCONCLUSIONSANDSTANDPOINTSANDGIVESANOUTLOOKABOUTTHEFUTURERESEARCHTKSTHESISTRIESTOINTRODUCEHUMANFACTORSINTOPHYSICSRESEARCHANDPRACTICALTEACHINGHUMANCOGNITIVECHARACTERISTICSRESEARCHWILLMAKEPHYSICSTEACHINGMOREEFFECTIVELYKEYWORDSPHYSICSLEARNING；COGNITIONFACTOR；PHYSICSLEARNINGDIFFICULTY；INFORMATIONPROCESSINGLL

簡介：I初中生物理學習興趣的研究摘要物理，是學生普遍反映既喜歡學而又難學的一門課程，這主要是由物理學科的本身特點決定的。由于存在這一問題，興趣與意志都成為顯著影響物理學習質(zhì)量的因素。而興趣在學生的學習活動中起著至關(guān)重要的作用。學生如果能夠?qū)W習有了興趣，那么他的學習本身以及所學習的科目都會符合他的由活動動機產(chǎn)生的認識傾向，也就可以激起他的學習積極性，推動他在學習中取得好成績。物理教學就是要從理論和實踐兩個方面，研究如何進行物理教學才能激發(fā)學生的學習興趣以及怎樣能夠提高物理教學的效率。而在整個物理教學過程中，初中物理教學是青少年進入物理知識寶庫的入門和啟蒙，是培養(yǎng)學生學習物理的興趣，使其具有初步觀察事物、分析問題、解決問題能力的關(guān)鍵。因而在初中物理教學中啟發(fā)學生對科學的興趣，調(diào)動其學習積極性，為今后的深造打下良好的基礎(chǔ)有著重要的作用。本文就是以現(xiàn)狀調(diào)查為基礎(chǔ)，通過問卷調(diào)查的形式探究影響初中學生物理學習興趣的各方面因素。由于物理學科本身的難度、各科學業(yè)負擔過重、不同學生在學習物理上的不同困難、學校實驗設備和多媒體的應用以及物理教師本身對學生的影響等，都會導致中學生物理學習興趣產(chǎn)生差異。找到學生對物理本無興趣或原有興趣逐漸喪失的原因，然后針對某些被試追蹤觀察，從教師自身能力、作業(yè)合理性的設計、個性化教學手段三大方面著手采取應對的措施，實施相應的具體教學策略后再對所選的被試進行后測。學生在中考是否取得優(yōu)異的成績，是社會較為關(guān)注的問題，所以培養(yǎng)學生學習物理的興趣，增強學生學習物理的能力，最終提高學生的物理成績，就是本研究所期望達成的目標。關(guān)鍵詞初中物理學習興趣教學策略2TLII，、，KLI■I■■■■■■IIIIL◆初中生物理學習興趣的研究ABSTRACTⅢ舢㈣L|IL||LLLL帥㈣L|III㈣Y1771836PHYSICS。ITISACOURSEINW王LICH呶IDENTSENDEAVORTOACKEVEHOWEVER，ITISADI伍CULTYETSTIMULATIILGCHOICEASWELL111EVEFYCH觚ACTEROFPHYSICS鋤BODIESTHISBECAUSEOFⅡLISREASOIL，INTCRESTILLMISFIELDOFSTUDY、VILL，EVENTUALLY，BECOMEASIGMFICANTFLACTORINTLLEAC加粗Q讞姆OFLEANLINGINV乏IRIOUSINSTITLLTIONSIFSTUDENTSAREINTERESTEDINSTUDYINGPHYSICSAULDITISMANYSCIENTI丘CV撕ATIOILS，ⅡLEYWILLMAKEGREATEFFORTTOACHIEVETHEBESTRESULTSPOSSIBLEPHYSICSTEACLLINGINCLUDESTHEO巧AILDPRACTICESO，HOWDOWETEACHPHYSICSIN0RDERTOST主MULATESTUDENTINTERESTINLEAMINGAND，HOWCANWEIMPFOVEMEE虢CTIVENESSOF此TEACHINGOFPHYSICSIN讎OVERALLPROCESSOFTEACHINGPHYSICS，MIDDLESCHOOLISTLLEMOSTIMPORTANTTIMEFORAPERSONTOBEGINT0UNDERSTALLDTHENATUREOFPHYSICS；WHATITINE鋤STOSCIENCE，AILDEVENHOWIINPORTA雌PHYSICSISTOAPERSON’SEVER，DAYLIFEALSO，ITISATILLLEWHENAYOUNGMINDCAILBEGINT0UNDERSTANDHOWIHLPORTA【NT“IST0BEABLETOOBSERVE，COMPREHENDANDAPPLYEVERYDAYOBSERVATIONSMOSTOFWHICHPHYSICSISBASCDONSO，ASONECALLSEE，“ISMOSTIMPORTANTTOAROUSE甜LDINOTIVATESTUDENTINTERESTINT11EFIELDOFPHYSICSTOBETTERPROVIDETHEFOUNDATIONOF如TURELE鋤INGALLDUNDERSTALLDINGOFMISF如CINATINGREALMOFUNDERSTANDING’IHISPAPERISBASEDONASURVEYOFMIDDLESCHOOLSTUDENTSITEXAMINESTHE’PHYSICALINTEREST’OFSAID8TUDENTSTOENTERTHESTLLDYOFPHYSICSASFORPHYSICSSTUDYITSELF；THEDI笳CULTYOFTOOHEAVYABURDENONOTHERACADEMICSUBJECTS；THE’LEVEL’ORA_BILITYTOAPPLYWHATHASBEEN饑GHTTOASTUDENT；SCHOOLLABORATO巧EQUIPMENT；MULTIMEDIAAPPLICATIONS，A11DMEIMPACTOFT11EPHYSICSTEACHERON咖DENTSTHEMSELVES，LEADSTOADIFFERENCEINEACH咖DENTSINTEREST孤DUNDERSTANDINGOFMEFIELDOFPHYSICSTHCIREISNOSHORTAGEOFSTUDENTSWHOMAREINTERESTEDINTHESTUDYOFPHYSICSFROM戧1ETEACHERTSOWNABILI夠T0、砷RKREASO徹RBLEHOURS，PEFSONALIZEDMEAILSOFTEACHINGMETHODSTOTHEMEASURESTAKENTOIINPLEMENTSPECIFICTEACHINGS缸ATE西ESAPPROPDATET0THESELECTEDSUBJECTSWEREMENPOST_SUN，EYWHCTHERORNOTT11ESTUDENTSINVOLVEDINMISSURVEYACLLIEVCDAGOODRESUIT，I’MSUREYOUCALLNOWUNDERSTANDTHENEEDFORACOMPREHENSIVE，DEDICATEDANDDEVOTEDSTLLDYINT0也E矗1TUREOFPHYSICSTEACHINGKEYWORDSJUNIORHIGHSCHOOLPH弘ICSINTERESTINLEAMINGTEACHINGSTRATE醉ES3

簡介：貴州師范大學碩士學位論文貴州省中學生物理學習策略及其歸因研究姓名駱遠征申請學位級別碩士專業(yè)課程與教學論指導教師吉世印20080421貴州省中學生物理學習策略及其歸岡研究間均存在顯著性差異；在物理情感策略上，只有初二年級學生與高二年級學生存在顯著性差異，其它年級之間均無顯著性差異；在資源管理策略上，初二年級學生與各年級學生之間均存在顯著性差異；其它各年級之間均無顯著性顯差異；在物理學習策略總分上，初三年級學生與高二年級學生無顯著性差異，其它各年級之間均存在顯著性差異。7中學生的物理學習策略受教師因素的影響最大，學生因素次之，環(huán)境因素最小，且它們對中學生的物理學習策略有顯著的預測作用。8中學生物理學習策略的學生因素在性別上存在顯著性差異，而在教師因素和環(huán)境因素上與性別無顯著性差異，而在學習因素和環(huán)境因素上初高中生都存在顯著性差異，且初中生在學習因素和環(huán)境因素上顯著高于高中生，在教師因素上初高中生不存在顯著性差異。9中學生的物理學習策略與其歸因的復相關(guān)系數(shù)均在O97以上，它們之間的線型相關(guān)關(guān)系非常顯著。關(guān)鍵詞中學生；物理；學習策略

簡介：Y949061分類號UDC學位論文密級編號高中生物理學習障礙成因及消除策略的研究RESEARCHONTHECAUSEOFTHELEARNINGDIFFICUITIESANDTHESTRATEGYOFEIIMINATINGTHEDIFFICUITIES013PHYSICSFORSENIORMIDDLESCHOOLSTUDENTS胡俊指導教師姓名燕安教授江西師范大學物理與通信電子學院申請學位級別碩士專業(yè)名稱物理教育論文提交日期2005年9；1答辯日期2005年11月日學位授予單位和日期江西師范大學2OO5年、月日答辯委員會主席評閱人二OO五年九月ABSTRACTASAGENERALSENIORMIDDLESCHOOLTEACHERTHEAUTHORFOUNDMANYSTUDENTSCOMPLAINLEARNINGPHYSICSDIFFICULTLYLOWERSCORESEVENSHOWTHEEMOTIONOFSCHOOLINGTIREDNESS，WHICHMAYSTRETCHINTOOTHERSUBJECTSDISCOVEREDBYANALYZINGTHEDATAFROMTHEQUESTIONNAIREFORIT，THEPOINTSARETHATALARGEOFSTUDENTSTHINKLEARNINGPHYSICSDIFFICULT，THEYLIEINHIGHERSCORESTUDENTSANDLOWERSCORESTUDENTSINPROPORTION，BUTLOWERSTUDENTSSHOWMOREAPPARENTLYANDREASONSAREVARIOUS，SOMEFROMSTUDENTSSUCHASTHEIRUNSUITABLELEARNINGMETHODS，NOINTERESTINPHYSICS，NOPERSISTENCEONLEAMING，SOMEFROMTEACHERSSUCHASLACKINGPROFESSIONALPHYSICALKNOWLEDGE，STALETEACHINGMETHODS，LACKINGENERGYTOWORK，ONLYONEWAYFORTEACHINGEVALUATION，SOMESYNTHETICREASONFROMSOCIETY，SUCHASSOHIGHSOCIALEXPECTATION，INHARMONIOUSFAMILYATMOSPHERE，SOMESOCIALUNHEALTHYENVIRONMENTTHEAUTHORDIVIDEALLTHEREASONSFORPHYSICSLEARNINGDIFFICULTYINTOTWOTYPESBYANALYZINGDATAANDINTERVIEWING一、INTERNALLEARNINGDIFFICULTIESCOGNITIONLEARNINGDIFFICULTIES、PERSONALITY二、EXTERNALLEARNINGDIFFICULTIESENVIRONMENTALINTERFERENCELEARNINGDIFFICULTIES，EDUCATIONMISLEADING、SYNTHESISLEARNINGDIFFICULTIESICHOSEONESTUDENTSWHOSELEARNINGDIFFICULTIESAREVERYCOMMON，ASOBJECTOFINDIVIDUALSTUDYRESPECTIVELYIDISCOVEREDTHECAUSESOFHISLEARNINGDIFFICULTIESGRADUALLYBYCONNECTINGANDOBSERVINGTHEMANDIALSONOTICEDTHATTHESTUDENTHASHISOWNCAUSEANDNOTONLYONEREASONCAUSEDIT，BUTSEVERALREASONSTOGETHERMADEITSOITHINKTHEPUREMANDATORYMEASUREISINEFFECTIVE，BUTSOWINGINVERSESEEDSINTHEIRMINDS。THEFOLLOWINGSTEPSWEREDONEINTHEINDIVIDUALSTUDY，IDECIDINGTHEOBJECTSANDGETTINGTHEIRINFORMATIONBYVISITINGHISFAMILYANDTALKINGTHENANALYZINGIT②INTERFERENCEINTERFERINGHIMBYTHEINTERFERENCEPLANWHICHHASBEENARRANGEDTHENASSESSINGTHEEFFECTOFTHEINTERFERENCEAFTERTHESTUDYIDISCOVERED，WECANHELPTHELEARNINGDIFFICULTIESSTUDENTSGOONTHEFURTHERSTUDYSTEADILYANDSUCCESSFULLYASLONGASWEFINDTHEVERYCAUSEOFPHYSICSDIFFICULTIESSTUDENTSPERSISTENTLYEVOKETHEIRENTHUSIASMANDINITIATIVESUITABLYANDELIMINATETHESHADOWONTHEIRMINDSKEYWORDSPHYSICSLEARNINGDIFFICULTYSTUDENTSLEARNINGDIFFICULTYELIMINATIONSTRATEGY2

簡介：編號宄舒砷范女爹碩士學位論文題目中學生物理學習的心理障礙及消除策略研究所在院專業(yè)名指導教研究完成時系教師專業(yè)發(fā)展學院稱課程與教學論物理師劉力教授生張海濤間2007年5月沈陽師范大學研究生處制中學生物理學習的心理障礙及消除策略研究RESEARCHONTHEPSYCHOIOGJCAIOBSTRUCTIONOFPHYSICSSTUDYANDITSELIMINATINGSTRATEGYFORMIDDLESCHOOISTUDENTSABSTRACTTHETARGETOFPHYSICSTEACHINGFORMIDDLESCHOOLSTUDENTSHASTAKENPLACETHEBASICCHANGEALONGWITHTHEREFORMOFBASICEDUCATIONCURRICULUMHOWEVERINACTUALTEACHING，STUDENTPHYSICSSTUDYDIFFICULTYTHEACADEMICRECORDISLOWLYSTUDYINTERESTDESCENTETCTHOSEPROBLEMSALWAYSHAVENOSOLUTIONGETTINGEFFECTIVELYTHROUGHTHEINQUISITIONRESEARCHWEFOUNDTHATTHESTUDENTISWIDESPREADEXISTSEVERYKINDSOFPSYCHOLOGICALOBSTRUCTIONSINPHYSICSSTUDYITAFFECTTHEEDUCATIONANDTHETEACHINGRESULTANDTHEEDUCATIONTOMAKINGHIGHCHARACTERTALENTEDPERSON。THESUCCESSOFREFORMOFBASICEDUCATIONCURRICULUMREQUKESMORESYSTEMICANDINDEPTHTHEORETICALSUPPORTINTEACHINGSOTHERESEARCHONTHESTUDENTS’PERFORMANCEANDTHECAUSEABOUTTHEPSYCHOLOGICALOBSTRUCTIONINPHYSICSSTUDYANDFINDINGOUTTHEELIMINATINGSTRATEGYASSOONASPOSSIBLEAREVERYIMPORTANTFIRST，THISARTICLEPOINTEDOUTSOMEPROBLEMSINTEACHINGANDLEARNINGPHYSICSBYASKINGTHESTUDENTSANDTEACHERSTOFILLININQUISITIONQUESTIONNAIRETALKINGWITHTHEM，ANALYZEDTHEIREXERCISEANDTESTPAPERWEFOUNDOUTTHATTHEPSYCHOLOGICALOBSTRUCTIONOFPHYSICSSTUDYCONSISTSOFAPPERCEIVEOBSTRUCTIONMEMORYOBSTRUCTIONIMAGINATIONOBSTRUCTIONTHINKINGOBSTRUCTIONEMOTIONOBSTRUCTIONANDWILLOBSTRUCTIONONTHISFOUNDATIONDISCUSSEDCHARACTERISTICANDPERFORMANCESINEVERYKINDSOFPSYCHOLOGICALOBSTRUCTIONITISTHEBASISFOREXAMINEANDELIMINATETHEPSYCHOLOGICALOBSTRUCTIONTHEREASONCAUSEDPHYSICSSTUDYPSYCHOLOGICALOBSTRUCTIONISCOMPLICACYDIVERSE，BUTSUMMARIZETOHAVEFIVEREASONSPRIMARILYNAMELYPHYSICSEORRSCFACTORPHYSICSTEACHINGMATERIALFACTORSCHOOLEDUCATIONFACTORFAMILYENVIRONMENTFACTORANDSTUDENTMINDANDBODYDEVELOPMENTFACTORANDINOTICEDTHATTHECAUSESOFMENTALBLOCKARECAUSEDNOTONLYBYONEREASONTOASTUDENTWHOHASMENTALBLOCKBUTSEVERALREASONSTOGETHERMADEITSOITHINKTHEPUREMANDATORYMEASUREISINEFFECTIVE，BUTSOWINGINVERSESEEDSINTHEIRMINDSITPROPOSEDTHEMETHODOFSOLVINGPSYCHOLOGICALOBSTRUCTIONTODIFFERENTTYPEFORMIDDLESCHOOLSTUDENTSINLEARNINGPHYSICSATTHELASTCHAPTER，WESELECTEDASTUDENTASRESEARCHOBJECTITSHOWEDTHEMETHODOFELIMINATINGTHEPSYCHOLOGICALOBSTRUCTIONINPHYSICSSTUDYAIMINGATEACHSTUDENTSONESELFSTUDYCHARACTERISTICS。AFTERTHESTUDYIDISCOVERED，WECANHELPTHESTUDENTSGOONTHEFURTHERSTUDYSTEADILYANDSUCCESSFULLYASLONGASWEFINDTHEMENTALBLOCKOFPHYSICSSTUDYKEYWORDSPHYSICSSTUDYPSYCHOIOGICAOBSTRUCTION，REASONANALYSIS，ELIMINATINGSTRATEGYN

簡介：山東師范大學碩士學位論文高中生物理學習思維障礙分析及對策研究姓名王林申請學位級別碩士專業(yè)學科教學物理指導教師劉文賢20070410山東師范大學教育碩士專業(yè)學位論文ANALYSESANDCOUNTERMEASUREONTHINKINGOBSTRUCTIONSINHIGHSCHOOLPHYSICSSTUDYABSTRACTTHINKINGISALLIMPORTANTFEATUREOFHUMANSPIRITUALACTIVITIESUSUALLYTHINKINGHASTHECHARACTERISTICSOFSPECIFIC，OBJECTIVE，CONSISTENT，PRACTICALANDLOGICALHIGHSCHOOLSTUDENTSHAVEATTAINEDTHEOPERATIONPROCEDUREANDPOSSESSEDCONSIDERABLETHINKINGABILITYHOWEVERTHEYHAVEN’TACCEPTEDSYSTEMICTRAININGONPHYSICSTHINKINGASARESULTTHEIRPHYSICSKNOWLEDGEANDEXPERIENCESAREQUITELIMITED，ANDTHEIRLOGICALTHINKINGABILITYASWELLASTHEIRTHINKINGNATUREISDEFICIENT，APPEARINGASATHINKINGOBSTRUCTIONINPHYSICSTHINKINGTHETHINKINGOBSTRUCTIONINPHYSICSSTUDYISCAUSEDBYBOTHINTELLECTUALELEMENTSANDNONINTELLECTUALELEMENTSTHISTHESISANALY辯STHETHINKINGOBSTRUCTIONSINPHYSICSTHINKINGANDSEEKFORTHECAUSES，SOLUTIONSANDCOUNTERMEASURESTHISTHESISALSOAIMSTOOVERCOMETHEOBSTRUCTIONSANDIMPROVELEARNINGABILITYBYRELATIVETRAININGTHISTHESISCONSISTSOFFOURPARTSCHAPTERLANALYSESPHYSICSTHINKINGANDITSBASICCHARACTERISTICSTHEQUALI夠OFPHYSICSTHINKINGISDEFINEDINTHISCHAPTERCHAPTER2ANALYSESINDETAILTHETHINKINGOBSTRUCTIONSINPHYSICSLEARNINGBYTESTINGANDBYANALYZINGTHECOLLEGEENTRANCEEXAMINATIONPAPERSANDACCORDINGTOTHEQUALITYOFPHYSICSTHINKING，THISCHAPTERCONCLUDESTHETYPESOFOBSTRUCTIONSTHATAPPEARINTHECOURSEOFSTUDYINGCHAPTER3ANALYSESTHECAUS船OFTHETHINKINGOBSTRUCTIONSINPHYSICSLEARNING，MAINLYFROMTHEFOLLOWINGASPECTSSTUDENTSTHEMSELVES，DIFFICULTYDEGREEOFPHYSICSPROBLEM，RELATIONSHIPBETWEENSTUDENTSANDPHYSICSPROBLEM。CHAPTER4ESTABLISHESCOUNTERMEASURESTOTHETHINKINGOBSTRUCTIONSBYUNCOVERINGTHEMTHISCHAPTERISTHECOREPARTOFTHISTHESIS，RESEARCHINGANDMAKINGDESIGNSONTHEOBSTRUCTIONSFORMINGINTHEFOLLOWINGFIVEASPECTSPSYCHOLOGICALFEARTOPHYSICSLEARNING‘‘FIRSTIMPRESSIONSARESTRONGEST’CONCEPTSTIFFNESSINTHINKING，MATHEMATICISATIONOFPHYSICS5

簡介：福建師范大學碩士學位論文職專生物理學習動機的培養(yǎng)和激發(fā)的研究姓名曾戎申請學位級別碩士專業(yè)教育指導教師賴恒20030822ABSTRACTLEARNINGMOTIVEINPHYSICSISTHEINNERFORCEWHICHCANDIRECTLYPROMOTESTUDENTSTOLEAMPHYSICSCONSIDERINGTHEREALITYTHATFORSECONDARYVOCATIONALSCHOOLSTUDENTSTHEREIS1“10INNERFORCEINPLLYSITSLEARNING，THISPAPERINVESTIGATESTHEPRESENTCONDITIONOFTHESUBJECTANDOBJECTEFFECTSONSTUDENFSLEARNINGMOTIVETHEN，INCLASSROOMTEACHING，THEMAJORWAYOFTEACHING，THISPAPERSETSFORTHTHREESTRATEGIESONHOWTOSTIMULATEANDDEVELOPLEARNINGMOTIVEFIRSTOPTIMIZETHECONSTRUCTIONOFLEARNINGCONTENTPROCESSANDORGANIZETEACHINGCONTENTINSPIRESTUDENTSORIGINALPHYSICALSCENEOLLTHEBASIS“OFTHETHREEASSIMILATINGMODESOFORIGINALNEWKNOWLEDGE，WHICHW鷸ADVOCATEDBYAUSUBELSECONDSETUPQUESTIONCIRCUMSTANCEINTHISPART，THEPAPERDEIFIESTHEMEANINGOFQUESTIONCIRCUMSTANCEANDTHEDIFFERENCEFROMLEARNINGCIRCUMSTANCEASWELLINADDITIONITCARRIESOUTFOURMEASURESONHOWTOSETUPQUESTIONCIRCUMSTANCEANDITSFOURMODESINEXPERIMENTTEACHINGLA鞏APPLYAFFECTIONELEMENTS，ESPECIALLYREFERRINGTOPOWEROFUNDERSTANDINGINTOTHEPROCESSOFTEACHINGINORDERTOIMPROVELEARNINGMOTIVEINPHYSICSKEYWORDSLEARNINGMOTIVETEACHINGINPHYSICSSECONDARYVOCATIONALSCH001STUDENTS

簡介：廣西師范大學碩士學位論文影響初中生物理學習成就的課堂因素初步研究姓名楊達莉申請學位級別碩士專業(yè)課程與教學論指導教師曾平飛20070401IIELEMENTARYSTUDYOFTHEFACTSTHATHAVEANEFFECTONTHEHIGHSCHOOLSTUDENTS’ACADEMICACHIEVEMENTINPHYSICSNAMEYANGDALISUPERVISPROFESSZENGPINGFEIGRADE2004SPECIALIZEDCOURSECURRICULUMWITHOUTASCIENTIFICALLYLITERATEPOPULATIONTHEOUTLOOKFABETTERWLDISNOTPROMISINGINDERTOUNDERSTTHESTUDENTS’SCHOLASTICATTAINMENTOFMATHEMATICSSCIENCEFROMALLOVERTHEWLDVARIOUSFACTSWHICHINFLUENCETHESCESIEAHASBEENSTARTINGTIMSSTIMSSISONEOFTHELARGESTTHEMOSTCOMPREHENSIVE，THESTRICTESTINTERNATIONALRESEARCHFTHE

簡介：物理學業(yè)情緒是學生在整個物理學習過程中，時刻經(jīng)歷著的情緒體驗，它影響著學生的物理學習動機、物理學習興趣、物理學習策略以及物理學業(yè)成績等。積極的物理學業(yè)情緒有助于激發(fā)學生的物理學習興趣和學習動機，促進學生的物理思維活動和認知過程，保證自主性學習的有效進行，從而為學生學業(yè)進步打下堅實的基礎(chǔ)。反之，消極的學業(yè)情緒阻礙學業(yè)進步。除此之外，物理學業(yè)情緒在一定程度上也受到學習內(nèi)容、學習方式、學習動機、學習興趣、學習策略、歸因、自我效能感以及物理學業(yè)成績等諸多因素地影響。尤其在初中剛開始實施物理課程時，學生面對新的學習材料、新的學習方法以及新的學習壓力等，常常會出現(xiàn)一些情緒問題。教師若想幫助學生學好物理，提高物理學業(yè)成績，就必須了解物理學業(yè)情緒產(chǎn)生和變化的規(guī)律，以及影響物理學業(yè)情緒的各因素，并以此為基礎(chǔ)和依據(jù)幫助學生進行有效地物理學業(yè)情緒調(diào)節(jié)。然而，由于傳統(tǒng)學習理論的局限以及情緒研究的復雜性等原因，長期以來，人們往往只關(guān)注學生認知能力的發(fā)展，對學生情感地關(guān)注較少，對學生學業(yè)情緒地關(guān)注更少，學科學業(yè)情緒的研究也幾乎處于空白狀態(tài)。為了彌補理論研究的這一空缺，很有必要從學科教學的角度對學業(yè)情緒進行研究。本文在了解大量國內(nèi)外相關(guān)研究的基礎(chǔ)上，遵循問卷設計的原則和程序，編制了物理課堂學業(yè)情緒問卷與物理課外學業(yè)情緒問卷，并以這兩份問卷為工具，調(diào)查了解了初中生的物理學業(yè)情緒狀態(tài)，統(tǒng)計分析了物理課堂學習、物理課外學習、物理考試三種情況下學業(yè)情緒的表現(xiàn)、主要影響因素以及與這些因素之間的相關(guān)性，并以統(tǒng)計分析所得結(jié)果為理論依據(jù)，為物理教學提出了切實可行的建議。全文分為六章理論綜述、本研究的設計思路、中學生物理學業(yè)情緒問卷的編制、中學生物理學業(yè)情緒調(diào)查及分析、研究結(jié)果對物理教學的啟示、研究反思等。綜合本研究結(jié)果主要得到以下結(jié)論1物理課堂學業(yè)情緒、物理課外學業(yè)情緒以及物理考試學業(yè)情緒的得分均基本符合標準正態(tài)分布。2物理課堂學業(yè)情緒、物理課外學業(yè)情緒、物理考試學業(yè)情緒均不存在性別差異、年級差異，但存在明顯的校際差異。3物理課堂學業(yè)情緒與物理學業(yè)成績、物理課堂學習認真程度、物理課堂主動性、對物理教師的喜愛程度、教師評價等因素之間存在顯著的正偏相關(guān)關(guān)系，與物理課堂學習被動程度間存在顯著的負偏相關(guān)關(guān)系，說明物理課堂學業(yè)情緒與這些因素相互影響，互為因果。4物理課外學業(yè)情緒與物理學業(yè)成就自我評價、物理學習興趣、物理課堂主動性、同伴評價等因素之間存在顯著的正偏相關(guān)關(guān)系，與物理學習被動程度、家長對學生學習要求的嚴厲程度間存在顯著的負偏相關(guān)關(guān)系。物理課外學業(yè)情緒與這些因素相互影響、互為因果。5物理考試學業(yè)情緒與物理學業(yè)成就自我評價、物理學業(yè)成績間存在顯著的正偏相關(guān)關(guān)系，與物理課堂認真程度、家長對學生學習要求的嚴厲程度間存在顯著負相關(guān)關(guān)系。物理考試學業(yè)情緒與這些因素相互影響。

簡介：首都師范大學碩士學位論文高一新生物理學習動機現(xiàn)狀調(diào)查和研究姓名楊明申請學位級別碩士專業(yè)課程與教學論物理指導教師錢小陵20080407ABSTRACTMOTIVATIONISAMENTALSTATECAUSEDBYPHYSICALANDSOCIALNEEDSANDAINHERENTCAUSATIONWHICHINSPIRESPEOPLETOACHIEVEWHATTHEYDESIREDMOTIVATIONFORSTUDYISTHEINHERENTPOWERWHICHINSPIRESTHESTUDENTSTOACHIEVETHEIRGOALS，ANDTHEMOTIVATIONISAREFLECTIONFROMTHEDEMANDSOFTHESOCIALANDEDUCATIONTHEREFORMINGOFNEWCOURSES，WHICHBEGANIN2007，CONCENTRATESONTHESTUDENTS’LEARNINGABILITYCULTIVATINGTHEFTSOENCEQUALITIES，ANDTHEECONOMYOFSHUNYIHASDEVELOPEDGREATLYACCORDINGTOITSIMPORTANTLOCATION，SOIT’SNECESSARYANDUSEFULTOMASTERTHESTUDENTS’MOTIVATIONBECAUSEOFTHEIMPORTANCEOFMOTIVATION，ICONCENTRATEONTHEFACTORSWHICHAFFECTSTUDENTS’MOTIVATIONFORSTUDYANDTRYTEFLECTTHEIRMOTIVATIONSFOROTHERSUBJECTSTHROUGHRESEARCHINGTHEIRSTATEONPHYSICSFINALLY，ANALYSISTHERESULTSANDGETSOMESUGGESTIONSPUTFORWARDTHISTHESISHASTOTALLYFOURCHAPTERSTHEFIRSTCHAPTERMAINLYINTRODUCESTHEBACKGROUND、NECESSITY、FEASIBILITYOFTHISRESEARCH，ASWELLASTHECONTENTS、METHODSANDTHESIGNIFICATIONOFTHISRESEARCHTHESECONDCHAPTERISONTHEACADEMICBASIS，INCLUDINGTHEACHIEVEMENTMOTIVETHEORIES，MODELOFEMOTIONCAUSALATTRIBUTIONANDPRACTICETHEORIESMEANWHILETHISCHAPTERINTRODUCESTHECHARACTERISTICSOFTHESTUDENTSINSENIORGRADES，DOMESTICRESEARCHONTHEMOTIVATIONFORSTUDYANDTHEMAINFACTORSAFFECTINGTHEIRSTUDYONPHYSICSTHETHIRDCHAPTERCONTAINSTHEDESIGNFORTHEINVESTIGATIONPAPERS、THEOBJECTSFORINVESTIGATION、METHODSFORSTATISTICSANDANALYSISTHEDATA，THERESULTSFROMTHERESEARCHANDTEACHINGSUGGESTIONSRELATEDTOTHISRESEARCHTHEFOMLCHAPTERISTOPOINTOUTTHELACINESSINTHERESEARCHTHEMAINLYUSEDMETHODSINTHISRESEARCHARELITERATURESEARCHANDQUESTIONNAIRESKEYWORDSMOTIVATIONMOTIVATIONFORSTUDYINTERNALPOWERTEACHINGSUGGESTIONSⅡ

簡介：”QG‰‰日一蕈中唯JF鬣火萼碩士學位論文主主壘塹堡壘旦哇堡魚堂堡旦盍趟魚墮盤學位申請人姓名睦盤簋申請學位學生類別型I直塑巾請學位專業(yè)方向生登墊生塹堡指導教IJFLJ姓名壘蘭生型邋⑨碩士學位論文MASTER‘STHESISABSTRACTINTHEPROCESSOFLEARNINGPHYSICS，ASIGNIFICANTPORTIONOFSENIORHIGHSCHOOLSTUDENTSFEELTHATTHEYHAVELOTSOFOBSTACLESANDGETUNSATISFACTORYRESULT，ALTHOUGHTHEYHAVEREGULARIQANDGUIDEDBYTHEIRPHYSICSTEACHERSSO，SOMEPEOPLEHAVEMADEVERYDETAILEDRESEARCHESINITONTHEFACETOFTHINKING、ABILITY、MEANSANDSO0NMYRESEARCHANALYZEDTHEPSYCHOLOGICALFACTOROFTHESENIORHIGHSCHOOLSTUDENTS’PHYSICSLEARNINGANDRESEARCHEDFROMIQ、SELFEFFICACYANDFAMILYEDUCATIONMANNERS。ITREATEDIQASACONTROLLABLEVARIABLETOFINDOUTTHERELATIONSHIPAMONGPHYSICSLEARNINGRESULT、SELFEFFICACYANDFAMILYEDUCATIONMANNERSANDARGUEDSOMEWAYSTHATCANCONQUERTHEIRPHYSICSLEARNINGOBSTACLESANDELEVATETHEIRLEARNINGRESULTFROMTHEPSYCHOLOGICALFACTORTHERESEARCHSHOWSTHAT1STUDENTS7PHYSICSLEARNINGRESULTISNEARLYNOTPROPORTIONALTOTHEEDUCATIONSITUATIONOFTHEIRPARENTS2SENIORHIGHSCHOOLSTUDENTS7PHYSICSLEARNINGRESULTISCLOSELYRELATEDTOTHEABILITYEFFICACYWHICHBELONGSTOSELFEFFICACY，BUTNEARLYNOTRELATEDTOBEHAVIORALEFFICACYWHICHALSOBELONGSTOSELFEFFICACYITMEANSTHATTHEEVALUATIONOFDIFFICULTYINPHYSICSLEARNINGCAN’TDIRECTLYIMPACTINSTUDENTS’PHYSICSLEARNINGRESULTSTUDENTSWHOTHINKTHATPHYSICSISHARDTOLEARNWOULDGETGOODLEARNINGRESULT3DENIALANDREFUSALFROMTHEIRMOTHERIMPACTDIFFERENTLYINTHESTUDENTSATDIFFERENTGRADETHEIMPACTIONINTHESTUDENTSATGRADEIIISMUCHMOREREMARKABLETHANTHOSEATGRADEIII4WHENCONCERNEDTHESTUDENTSATGRADEII，THELEARNINGRESULTISPROPORTIONALTOTHEABILITYEFFICACYINASIGNIFICANTEXTENTWHICHCANFORECAST129％VARIATIONINTHEIRLEARNINGRESULT5WHENCONCERNEDTHESTUDENTSATGRADEIII，THELEARNINGRESULTISPROPORTIONALTOBOTHTHEABILITYEFFICACYANDTHEIRMOTHERS7DENIALANDREFUSALWHICHCANFORECAST12％VARIATIONIRLTHEIRLEARNINGRESULTII

簡介：福建師范大學碩士學位論文元學習能力訓練對初二學生物理學習影響的實驗研究姓名楊育玲申請學位級別碩士專業(yè)教育指導教師黃志高鄭淵方20030825EXPERIMENTALRESEARCHOILHOWTHEMETALEARNINGABILITYTRAININGAFFECT8THGRADESTUDENTS’PHYSICSLEARNINGSYNOPSISMETALEARNINGTHEORYISDEVELOPEDONTHEBASISOFMETACOGNITIONRESEARCHITFOCUSESONTEACHINGTHESTUDENTSTHEWAYSTOPERFORMSELF_CONSCIOUSNESSSELFASSESSMENTANDSELFADJUSTMENTJNTHEIRLEARNINGTHE1EARNINGEFFECTDEPENDSMUCHONTHESTUDENTS’METALEARNINGABⅢTYBASEDONMETALEARNINGTHEORYANDACCORDINGTOTHE1AWOFLEARNINGPROCESSTHISRESEARCHESTABLISHEDSOMETEACHINGPRINCIPLESOFMETALEARNINGABILITYTRAININGANDTHETEACHINGPROJECTITWASCARRIEDOUTJRTTHEFOLLOWINGSTEPSPRE1EARNING，SHOWSTUDENTSTHEFOURFACTORSAFFECTINGTHEPHYSICSLEARNINGRESULT；INLEARNING，STRENGTHENTHEIRCONSCIOUSNESSABOUTTHEPHYSICSLEARNINGPROCESS；AFTERLEARNING，ASKTHESTUDENTSTEFLECTONWHATTHEYDIDTOEXPLOREHOWTHEMETALEARNINGABILITYTRAININGAFFECTMETALEARNINGABILITYACADEMICPERFORMANCEOFPHYSICS，THESTUDYINTERESTANDTHESTUDYMANNEROFTHESTUDENTS，ABOUT90STUDENTSFORTYFIVEINEACHOFTWOCLASSESINJUNIORGRADETWOINNO6MIDDLESCHOOLOFOUANZHOUINTHEIRSECONDYEARWEREINVESTIGATEDRESULTSINDICATEDTHATINGENERALAMONGTHESTUDENTSOFJUNIORGRADET、VOHJGHACHIEVINGSTUDENTSAVERAGEACHIEVINGSTUDENTSANDLOWACHIEVINGSTUDENTSPRESENTFROMHIGHTO10WVARIETYTRENDONMETALEARNINGABILITV，AVERAGEACHIEVINGSTUDENTSANDLOWACHIEVINGSTUDENTSDIDNOTDIFFERSIGNIFICANTLYONITHOWEVERHIGHACHIEVINGSTUDENTSANDAVERAGEACHIEVINGSTUDENTSDIF№REDSIGNIFICANTLYONITMETALEARNINGABILITYTRAININGDEVELOPEDREMARKABLY8THGRADESTUDENTS’METALEARNINGABILITYITHADDIFIERENTINFLUENCEONDIFFERENTLEVELSTUDENTSINTHEIRPHYSICSLEARNINGTOTHESTUDENTSOFMEDIUMLEVEL，THEINFLUENCEWASMOSTSIGNIFICANT，HOWEVER，ITWASNOTSIGNIFICANTTOHIGHACHIEVINGSTUDENTSANDLOWACHIEVINGSTUDENTS；THEEFFECTOFMETALEARNINGABILITYTRAININGMAJNLYREFLECTEDINTHEIRIMPROVEMENTINPREPARATION，EXECUTION，REFLECTIVITYANDCOMPLEMENTARITYITSTRONGLYREFLECTEDINAVERAGEACHIEVINGSTUDENTS’IMPROVERNENTINPREPARATION，STRATEGY，EXECUTION，REFLECTIVITYANDCOMPLEMENTARITY；METALEARNINGABILITYTRAININGCOULDIMPROVETHESTUDYINTERESTANDTHESTUDYMANNEROFPHYSICSITALSOMADERAPIDPROGRESSINACADEMICPERFORMANCEOFPHYSICS，ESPECIALLYTOAVERAGEACHIEVINGSTUDENTSKEYWORDSMETALEARNINGABILITY；TRAINING；PHYSICSLEARNING