Investigation On The Current Situation Of High School Students' Academic Help In Physics And Research On Improving Strategies

Academic help-seeking is a means for students to improve themselves with the help of others after they encounter learning difficulties,and it is also an important theory of self-control learning.By revising the mathematics academic assistance scale for junior high school students compiled by Professor Li Xiaodong of Northeast normal University,the author forms the physics academic assistance scale for senior high school students,and tests the reliability and validity of the revised physics academic assistance scale for senior high school students.The reliability and validity of the revised physics academic assistance scale for senior high school students are good,the reliability coefficient is 0.880,and the validity coefficient is 0.868.Through a questionnaire survey of 691 students in a key high school and an ordinary high school in a city,the status of the current high school students' help in physics is obtained:(1)On the whole,students generally think that the benefit of asking for help is greater than the cost of asking for help;The cost of asking for help is significantly higher than that of the teacher,and the benefit of the teacher is significantly higher than that of the classmate.The tendency of instrumental help-seeking is the largest,the tendency of executive help-seeking is the smallest,and the tendency of avoiding help-seeking is between the two;The tendency of instrumental help-seeking students is significantly higher than that of instrumental help-seeking teachers.There is a significant correlation between students' help-seeking attitude and help-seeking behavior.(2)Ordinary high school students think that help-seeking teachers are more beneficial,and there is no significant difference between ordinary high school students and key high school schools in other aspects of help-seeking attitude;Ordinary high school students tend to turn to teachers,key high school students tend to turn to classmates for help,;The tendency of ordinary high school students to execute l help-seeking and avoid help-seeking is significantly higher than that of key high school students.(3)The male students thought that the cost of asking for help and the benefit of asking for help were significantly lower than those of the female students;There was no significant difference in the tendency of male and female students to resort to instrumental help-seeking and avoid help-seeking;and the tendency of male to ask for help fron teachers was significantly higher than that of female students.Boys resort to the tendency of instrumental help-seeking from students and executive help-seeking is significantly lower than that of girls.(4)there was no significant difference in the cost of asking for help from classmates,executive help-seeking and avoiding help-seeking in the three grades;In the cost of asking for help from tecahers,the benefit of seeking help from classmates,and the benefit of help-seeking from teacher,which was significantly higher in the first year than in the second year of senior high school.In the benefit of asking for help from classnates,the help of tool from students,the help of tool from teachers,senior one is significantly higher than that of senior three,and only in the aspect help-seeking of tool from teachers,the second year of senior high school is significantly higher than that of senior three.(5)The cost of academic help-seeking,executive help-seeking and avoidance help-seeking were negatively correlated with the students' performance;The students with middle grade were significantly higher than the students with good grades in the benefits of seeking help from teachers and classmates.In the benefit of seeking help from classmates,the help of instrumental from students and teachers,the students with middle grade were significantly higher than those with poor grades;The students with better grades were significantly higher than those with poor grades in terms of instrumental help-seeking from teachers.Through interviews and classroom observation and analysis,it is found that the reasons why students with poor grades are less instrumental help-seeking are that the cost of asking for help is too high,the benefits are too little,the class atmosphere is not good,and the relationship between teachers and students is not good.The average students are too dependent on others and have bad learning habits.According to the reasons,the corresponding improvement strategies are put forward for the students with poor grades:(1)Abandoning the idea that the cost of asking for help is high and asking for help is not helpful;(2)Establishing a good teacher-student relationship;(3)Those who are asked for help should correctly understand the behavior of asking for help;(4)Teachers should create a class atmosphere that is United and upward and encourages help-seeking.For the secondary students:(1)The more questions are eliminated,the more the concept of digestion and absorption will be;(2)The dependent psychology of the recipients will be gradually eliminated.On the premise of eliminating the concept of "help is powerless",all students correctly use the strategy of instrumental help:(1)To judge whether they really need help before asking for help;(2)To ask for help.Before can clearly explain their own problems;(3)Choose the appropriate time for help;(4)Choose the right target for help;(5)Thank you in time after asking for help;(6)Reflect on whether the confusion has been completely eliminated.