Effective Teaching Strategies For Transforming Classroom Learning Behaviors Of These Students With Learning Physics Difficulties

The new curriculum reform called for attention to every student, can not ignore the development of students with learning difficulties, but the actual teaching situation of the author’s work unit is that there’re many students with learning difficulties, and it’s difficult to improve physical performance in long-term. How to solve this long-standing problem? The author want to find out the relationships between classroom learning behavior and physical performance, and through the classroom learning behavior which is transformed, to work out the effective teaching strategies to improve the learning efficiency in physics.The practical values of this research lie in:1, Providing reference suggestion for transforming of students with learning physics difficulties about classroom learning behavior,2, forming an effective teaching strategies which have five-step teaching model to provide reference suggestions for actual physical of classroom teaching.This thesis mainly is made up of five aspects:The first content is to approach the factors of forming students with learning difficulties and the factors that affect classroom learning behavior through the literature, to provide theoretical support for the implementation and transformation. The second content through high school physics classroom learning behavior questionnaire, from high school physics classroom learning behavior and physical performance status, and different groups of students with different grades in the classroom learning behavior, as well as differences between different classes of students in the classroom learning behavior three levels to illustrate the problem. Questionnaire findings showed that the differences between classroom learning behaviors of excellent physical performance, medium, unsatisfactory were significant. The third content is according to the findings to work out appropriate teaching strategies, namely advanced control strategies and behavioral control strategies. The fourth aspect presents "clear-tune-up-put-defense" effective teaching mode and conduct experimental teaching. In order to improve comparability, the backgrounds of compared class and experiment class are tried to be the same. The fifth aspect through elaborated classroom observation and interviews focus on one case, analyzes the behavior of the student, as well as the final result transformation.According to a large number of literature research, this study combined with the actual situation of the author’s work unit, made the definition of realistic for students with learning physics difficulties and classroom learning behavior. The author analyzes the reasons of learning difficulties and the factors that influence classroom learning behavior from physical science itself, school, family and individual, etc. The implementation of transformation based on the analysis results from questionnaire of classroom learning behavior, the classroom observation and interview about the case, and according to the behaviorism, constructivism, the zone of proximal development and self-efficacy theory. We can draw the following conclusions:(1) On the basis of forefathers’ research, the author think that the biggest influence on students with learning physics difficulties is physical factors of the subjects and the student individual itself, and the factors mainly influencing classroom learning behavior are three aspects such as teachers, students and teaching environment.(2)Advanced control strategies and behavioral control strategies are important means for transforming classroom learning behaviors of these students with learning physics difficulties. We can give suggestions to students on two major grounds:physical sense and behavior control, and to teachers on the following grounds:how to teach to overcome the possibly difficulties from physical science itself causes, to improve the classroom teaching environment from the interaction between teachers and students, so that it can juggle gifted, middling and poor student.(3) According to the actually teaching situation of author’s work unit, the author obtains first-hand material from physics classroom learning behavior questionnaire to find out that there is significant positive correlation between physics classroom learning behavior and it’s all levels and the physical performance, the classroom learning behavior is more positive, the physical grades would be better. And there are many factors that can affect the physical performance, such as classroom teaching environment, teacher’s teaching behavior and peer factors, but physics classroom learning behavior affects physical learning in what extent remains to be seen, there were significant differences between students of different grades group in physical classroom learning behavior, physics classroom learning behavior of learning trapped group is the most negative and have the biggest differences between groups. In addition, in the usual classroom observation and observation of the case and the process of helping, we find that students with learning difficulties have aggressive behavior in the classroom learning, but it is temporary. Many students are to meet the requirements of the parents and entrance pressure; they realize the importance of learning physics, so there will be a certain positive behavior. They’ll easily degrade anxious negative emotions when they meet difficulties and obstacles, although they have will power to fix, due to lack of self-control, they will return to the negative behavior. So, positive behavior is temporary, and negative behavior is recurrent.(4) Students’main field is in classroom, based on the previous research and analysis, the author puts forward effective teaching strategies that are easy to implement physics classroom teaching method penetration of "clear-tune-up-put-defense" five-step teaching program:"clear" is to clear learning disabilities, and find recent development area;"tune" is a means, to link smoothly;"up" is to add leaves, perfect the cognitive structure;"put" can train the students’ ability and improve the ability of physics learning;"defense" is prevention and preparedness, prevention can strengthen the results of the study and improve their behavior. The teaching experiment based on high class12and13classes as experimental classes and contrast classes, the five step teaching countermeasures are effective by comparing the test scores of before and after experiment.In addition, the study also pointed out the existence of shortcomings, and future researches are further prospects.