| "Create the oneself-development,for the lifelong development in a student".This philosophy is one of the teaching objectives of each middle school.Secondary education should devote more energy to training students ’ learning methods and learning strategies,and helping students to learn and become independent learners.In many middle schools,we find that the current high school students are generally a heavy burden of learning so that they have no suitable learning methods and learning strategies,resulting in that their academic performance is not satisfactory.In this thesis,we use the learning strategy inventory(abbreviated LASSI-HS)by Weinstein,the education Department,the University of Texas at Austin,a comparative study of learning strategies of senior high school students with learning disabilities.We first make a questionnaire,and then we analyze the data collected in two aspects.First,we counted the number of high-level strategists,middle-level strategists,and low-level strategists in each component table,and calculated their respective proportions in each component table.The results show that the majority of high school students are not good at learning strategies,belonging to the low level of the students accounted for a high proportion of the strategy,in which there are the information processing,motivation,selection points,attitudes,self-examination,and test strategy in the six aspects of the poor grasp,but there is a small number of students belonging to the high level of strategy for the learning strategies to grasp very well.Second,we compare the learning strategies of eugenic and students with learning difficulties,including the comparison between the average score and T-test of the students of the two classes,and the comparative analysis of the proportion of high,middle and low levels of the learners,so as to understand the difference between those two kinds of students.The results demonstrate that in addition to anxiety and motivation strategies,there are significant differences in each other strategy,and the proportion of high-level strategies in the eugenic learning is significantly higher than that of learning student with learning difficulties.Because of the low level of learning strategy,we start from the two important components of learning strategy-cognitive strategy and metacognitive strategy two aspects,we introduce the ways to improve the learning strategy level of physics student with learning difficulties,including how to organize the materials on processing physics textbooks,the knowledge points of meticulous processing by teachers,the training of metacognitive level,and so on.At the same time,we present some teaching cases,such as the class loudly shout out the slogan of self-motivation,each chapter follows after the completion of the study in a timely manner to summarize the knowledge structure of the chapter Network Diagram and Newton’s third law as an example,where each of the knowledge points are equipped with corresponding consolidation and feedback exercises.Then,we focus on the teaching practice,in the hope of teaching students to learn,to cultivate students ’ learning ability,and to lay a solid foundation for their future in society.The practice results show that on the one hand,the learning strategy strengthens the trained class in the learning attitude and motivation,etc.Moreover,the feedback from the physical learning score is higher than the control group.On the other hand,the study of the case-tracing counseling also gains,where students ’ learning status and grades are better. |
