On The Reasons And Strategies For Problem Students’ Low Academic Achievement In Physics Learning In Work-Study School

With influence of the students, teachers, family education factors, the physics teaching for problem students in work-study has been in a low level of development for a long periods. In some classes, the students have been bored of study, exam results has overall declined, and teaching can’t run smoothly. All because the standards of teaching and students’ physical practical ability seriously don’t correspond. However, the physics teachers are still adopting as according to the traditional teaching method. They have not reached the consensus of the teaching about how and why. Therefore This study aims to analysis the reasons for problem students’ poor physics learning and discuss suitable methods for physics teaching through questionnaire survey and other forms.The study of low achievements is paid great attention to by scholars both at home and abroad in recent years. The study of academic low achievements in foreign countries mainly experienced medical and neurological research, psychology and pedagogy research phase, and multivariate development stage. The medical and neurological stage mainly use medical means looking for leads to failure of school physical reasons, to pass healing activities to improve the present situation of the academic achievements. The reason leading to unsuccessful academic achievements comes down to children’s certain aspects of the physical defects. The psychology and pedagogy research phase try to intervene children’s academic achievements to improve problem through the teaching practice. From the pedagogy, psychology, sociology and other disciplines studies, people put forward the reasons and solutions. The multivariate development stage mainly shows the penetration from the research field to specific discipline, studies the more suitable methods for poor children in school teaching, and reach the purpose of improving teaching. Domestic study of academic achievements focused on two aspects of theory and practice. Theoretical research focuses on analysis of the reasons for the formation of academic achievements, while practical level is focused on exploring the teaching methods specificly in different school discipline.Student-based education theory stresses on students. According to students’ practical ability, learning needs to be taught. They really participate in the learning of each link, becoming more happy and better at learning. The basic ideas and specific operation methods are very suitable for physical teaching in work-study school.From the aspect of physics teaching, the problem students’ learning and the academic evaluation dimensions, the school factors are analyzed by the study on the problem students’ situation of physical learning.Here are the results of the survey. From the techers’ dimension, it embodied that physics teachers do not take care of the inquiry learning, the teaching level doesn’t agree with the students’ reality and solving other subjects’ learning problems is not active, assignments after class homework is optional and not in time, etc. From the studying dimension, it shows that students’ physics learning interest degree is not high and inefficiency of physical learning strategy. Evaluation dimension problem is for low conventional paper examination, such as unclear orientation of students’ test difficulty.By analyzing the survey and conbining the practical physical teaching in the work-study school, the write The study puts forward three teaching strategies:1. Adjust the teaching level to meet problem students’ individual learning needs. Bed mathematical knowledge to let every problem students can eat "sugar". Assign them a task to let each problem child has "sugar" to eat. Decrease the difficulty of questions to arouse problem students interest in learning physics. Optimize the homework assignments to let the problem students find a sense of achievement.2. Change the way of learning, to mine the problem students’ physical learning potential. Put forward interesting experiments to let students "play" while solving physics problem. Set a classroom debate field to let students “arguing” while learninf physics.3. Change the way of evaluation to concern students development needs. Proposed Optimizate evaluation study way to highlight problem students’ merits. Optimizate evaluation model to adapt to the problem students’ development.