Cognition Barrier Origin Analysis And Solution Strategy In Physics Of Senior School

The factors that cause learning obstacles are usually divided into non-intelligence factors, environmental factors and cognitive factors, and for the elimination of obstacles to learning, teachers, parents and the community concentrate more on non-intelligence training and the improvement of the environment, as both are explicit and easier to operate. And because of the cognitive ability's implicit character and its long insufficient understandings, we neglected to nurture and correct the learning behavior of learning obstacles caused by cognitive factors. For the performance. First: the lack of diagnosis .second: the solution measures lack the proper idea of teaching to support, resulting different understandings in the implementation and finally resulting larger deviations. Third: excessive dependence on operating experience and subjective judgment on the feedback of the results.In order to solve the above problems, Based on Gagne's study results classifications theory , the thesis discuss the cognitive factors that caused the learning obstacles in physics study , and through case investigations ,do the associated analysis on the cognitive factors and learning ability; finally , put forward the resolution strategy Based on the theoretical analysis, then through teaching practice to test and revise it.The first part, some hypotheses were posed by using the literature survey methods. Based on Gagne's study results classifications theory, the cognitive obstacles in physics study were divided into verbal information barriers, wisdom, skills and cognitive strategies obstacles ;then, bring the hypotheses into Gagne's study results classifications theory system. Through Adopting the integration methods of theory and the field research , analyzed and established the second classification factors of cognitive obstacles in the high school physics learning are the question attribute, the physical model, the concept rule, strategy migration ability and meta-cognitive cognition ability; Finally, the second classification factors are further divided into the third classification factors.The second part, based on the third classification factors the thesis drew up a scale study of cognitive obstacles, select appropriate learning targets to carry on multi-dimensional testing, and use SPSS software to analyses the reliability,validity and the test data , specific discuss cognitive obstacles in high school physics study.The third part , combining the present situation of the current high school physics teaching , taking Constructivist Teaching Theory as the instruction, according to the first classification of the thesis, take constructs the principle teaching theory as the instruction, posed specific solution strategies and examined them through the teaching case, provides the real diagnosis research.Part IV, summed up the experience and shortage, and hoped this study can be learned by the cognition ability raise and the correlation research in high school physics teaching.