A Study On "Getting Rid Of Poverty" Of Physics Poor Students In Senior High Schools In Backward Areas

The General High School Physics Curriculum Standards(2017 Edition)states that “The high school physics curriculum is a basic course in the natural science leadership of ordinary high schools.It aims to implement the fundamental task of establishing a virtuous person and further enhance the core literacy of students' physical disciplines.Lay the foundation for lifelong development".In high school physics teaching,teachers are difficult to teach and students are hard to learn.The large number of students in physics is not in line with the new curriculum concept.At present,the economic development of various regions in my country is uneven.In many economically backward regions,there is a lack of advanced educational concepts and educational resources.Today,when the country promotes quality education and promotes education equity,the educational issues in backward areas should attract wide attention.In recent years,the state's poverty alleviation work in poverty-stricken areas has been carried out smoothly,and education and poverty alleviation is one of the important tasks.High school physics is a subject that students generally think is more difficult to learn.There are many high school physics students in backward areas.How to help them get rid of the "poverty" in learning is a question worth thinking about.This article takes Lushi County,a national poverty-stricken county as an example.First of all,it summarizes the current research situation of students with learning difficulties at home and abroad,summarizes the existing studies of students with physical difficulties in high school,and analyzes the limitations of the existing studies.Then it defines relevant concepts and expounds the theoretical basis of the study of students with learning difficulties.Through the questionnaire survey of 400 students of Lu's first high school and the interviews of 10 physics teachers,the reasons for the formation of poor students in physics in high schools in backward areas are obtained.Student's subjective factors: students' learning foundation is poor;learning motivation is insufficient;learning interest is not high;lack of good learning habits and learning methods.Objective factors: physics subject content is more difficult to learn;lack of education funds,poor school conditions;weak teachers,lack of high-quality educational resources,single teaching method;low education level of parents,lack of correct education method,and the degree of emphasis on student education Low,less investment;poor learning atmosphere,greatly influenced bymobile phones and internet.Aiming at the reasons for the formation of poor high school physics students in backward areas,combined with the education status of backward areas,the following strategies are provided to help poor physics students in backward areas to "get rid of poverty" :(1)Increase investment in education in poverty-stricken and backward areas and improve school-running conditions;(2)Strengthen the construction of teachers in poor areas and improve the quality of teaching;(3)Intellectual poverty alleviation,paired help,Zhengzhou education counterparts help Lushi County;(4)Teaching improvement strategies: education informatization,improving teachers' professional quality;focusing on foundation,teaching according to aptitude,and reasonable design of teaching content;diversified teaching methods,cultivating students' interest in learning;caring for students with learning difficulties,establishing a harmonious relationship between teachers and students;guidance Students with learning difficulties develop good study habits and master scientific learning methods;(5)Parents should pay attention to family education and master the correct education method;home-school cooperation should guide students to establish correct learning motivation.Finally,through the case study of three senior high school students with physics difficulties,according to the learning situation of three students,analyze the causes of their learning difficulties and combine the characteristics of different students to develop transformation strategies.After a period of practice,the feasibility and effectiveness of the relevant strategies are proved.