The Research On The Affective Characteristics And Educational Strategy For The Junior High School Students With Learning Difficulties In Physics

The junior high-school period is the last stage of popularizing nine-year compulsory education. Therefore, it is practically important signification to transform students with learning difficulties. In physics teaching, we should pay attention to every student, especially to the students with learning difficulties in physics. People's cognition, emotion, and volition are contacted and impacted each other. Based on the affective characteristics of the junior high school students with learning difficulties in physics, we investigate the reason for learning difficulties and propose educational strategy. The research result will be great help to them. According to the pedagogy and the psychology theories involved emotional education, we make a survey on the emotional characteristics of the junior high school students with learning difficulties in physics by questionnaire and interview. The gained results are as follows:(1) Compared with the excellent students, the affective characteristics of the junior high school students with learning difficulties in physics include:less interest and motivation for learning physics, the absence of a successful experience in the learning process. There are no obvious differences between the excellent students and the behindhand students. about the most interesting physical content. All of them do not like purely theoretical knowledge, and prefer the experiments by hand and the knowledge which can be applying for our practical lives.(2) For most of the behindhand students with physics, the dominant emotional states contain:enjoyment from learning physics unlike the excellent students, the fear of hardship, no facing learning difficulties, and incorrect attribution for learning difficulties due to their poor gifts in physics(3) Junior high school students'affective attitude towards teachers shows that they like the teachers with sonsy character and diversified teaching methods., and hope that teachers will be their partners in study. The students pay attention to whether teachers treat them with justice and concern them.(4) Compared with the excellent students, the emotional states joining classroom activities for the junior high school students with learning difficulties in physics are as follows: unwilling to participate in the activities such as discussion and doing exercises on the blackboard, unwilling to express themselves, and lack of confidence.(5) There are some differences in attitudes towards learning among the junior high school students with learning difficulties in physics, i.e., boys are more dislike learning than girls.(6) There are obviousl differences in the learning interest and successful experience between the junior secondary level behindhand students and the junior tertius level behindhand students. The junior secondary level behindhand students are wearier of physics than the junior tertius level behindhand students because of the variety and concentration of the difficulty knowledge in the junior secondary level physics curriculum, and the junior tertius level students'learning motivation is more clearly due to the approaching entrance examination.Finally, based on the survey results of the emotional characteristics of students with learning difficulties, some appropriate educational countermeasures in physics teaching are proposed, i.e., to improve students'interest in learning physics, to enhance students'sense of achievement, to better concern the students with learning difficulties, to strengthen the positive evaluation for the students with learning difficulties, to help the behindhand students to overcome the fear of hardship and form a positive self-attribution, to adequately exert teachers'role in order to facilitate students to form positive emotional factors, to deal well with the teaching difficulties, and to present a teaching model for bringing up the positive emotional factors of the students with learning difficulties in junior high school, namely, "sparking interest-exploring the suspect set-cooperation and discussion-detection and evaluation-summary-layered operation"..