Investigation And Study Of Physics Learning Experience Of High School Students In The Perspective Of Positive Psychology

Learning experience is one of the most important content of high school physics learning process,which affects students' cognition, emotion, motive and behavior, thus affect the physics learning activities and academic achievement.So far,the theory reasearch on the cognitive interpretation of Learning experience and the mechanism of Learning experience is scarce in domestic physical education.Research from the sight of positive psychology which try to analyze the high school students, physics learning experience is fewer and not deep enough.From the point of practical research,empirical research lack of scientific theroetical guidence, which according to discipline knowledge,the rich field characteristics ,the national conditions and high school physics teaching.Based on comprehensive literature research at home and abroad, the research explore the influence factors of physics learning experience and its mechanism of action for the first time from the academic level.Through the distinction between the positive and negative experience, detect the learning experience of physics from different regions of jiangsu province high school,with analyzing of gender, grade and school influence on physics learning experienceand,and then accompanied by a more deeply exploring about the affeciton and mechanism between learning experience,students' individual self-cognition, class engagement, learning ability,learning strategies, teaching behavior, teaching feedback and cademic achievement ,which in order to enhance the explanatory power of middle school students' physic learning expericence and to promote the research on physics learning expericence.This research is based on the research methods of theoretical speculation and quantitative research methods. In this paper, the self-made High School Physics Students Learning Expreience (HPSLE) are used for data collection firstly, and combined with SPSS 19.0 and AMOS24.0 statistical software for the reliability and validity analysis.Using structural equation model, combined with a variety of statistical methods to simulate and test the model of high school physics learning experience.Finally, we conduct the full model analysis between the middle school physics learning experience ,and with a more in-depth exploration of the mechanism on how the students' physics learning experience affected by self-cognition, class engagement,ability to learn, learning strategies, teaching behavior, teaching feedback and academic achievement in middle school phycics learning with the formal scale of High School Physics Students Learning Expreience Influencing Factors Questionnaire(HPSLEIF).Based on the data processing, combined with the interview results and theory of literature research,main conclusions are as follows:1 .High school Students' physics learning experience in Jiangsu province are relatively good in general, all above the medium level.(1)Male students' score slightly higher than the girls becasuse of character difference and cultural environment, which means they have more positive experience, but does not exist significant differences between genders.(2)Junior students who choose science and senior students have significant differences in learning experience, senior students' score of learning experience were totally higher than the junior students in various dimensions,which means students' self-awareness and learning environment helps to promote physical learning experience.(3)The higher the physics scores point,the higher the experience points, physical academic achievement has strong consistency with the students' positive learning experience.And physical academic difficulty has a negative influence on learning experience.(4)The students' learning experience does not exsit a significant effect on the school type.Ordinary high school students score slightly lower than key high school studentsin learning experience by academic diffculity in learning experience.2.The mechanism of the factors affecting high school physics learning experience:(1)In the structure of high school physics learning experience influencing factors ,from students' level, class engagement,'Strategy and feedback', self-cognition have significantly positive effects on physics learning experience.And the interaction between students' learning behavior, teacher feedback and students' cognitive promotes physical positive experience.(2)In the structure of high school physics learning experience influencing factors ,'Experimental teaching','teaching' and 'attribution style' and physical learning experience have no significant correlation between directly, do not tally with the theoretical assumptions have significantly positive effects on physics learning experience. 'Experiment teaching', 'attribution style' have indirect impact on learning experience through class engagement and self-cognitiom.'Experimental teaching' and'teaching' have no significant effect on learning experience, which means teaching activities whcih interact with students, in turn, affects the student emotion behaviour can promote students' positive experience.(3)'Strategy and feedback' influence high school physics learning experience through multiple paths,and it (cognitive strategies and teachers' feedback) has higher colleration with 'teaching','experiment teaching' and 'self-cognition'.Feedback plays as an external stimulation through students' self-cognition and attribution system in the process of the physics learning experience.