Research On The Interest In Physics Learning Of Senior One Based On Ausubel's Motivation Theory

Under the new scheme of college entrance examination,this paper studies students' motivation and interest in physics learning based on Ausubel's motivation theory,hoping to contribute to the smooth advancement of China's New College Entrance Examination Reform at teaching level and contribute to the cultivation and selection of outstanding talents.With the combination of qualitative and quantitative research methods,the theoretical basis is obtained by reviewing and sorting literature materials,and factual data is achieved by issuing and sorting questionnaires.With the appropriate use of interview method and the students of a municipal experimental demonstration high school in Shanghai being taken as the research objects,the following conclusions are drawn:Firstly,in the physics learning motivation of high school freshmen,the physics cognitive drive and the physics learning self-enhancement drive account for a large proportion,while the physics learning auxiliary drive constitute a small proportion,which shows the physics learning self-improvement drive ? physics cognitive drive >physics learning auxiliary drive.The needs of students for self-perfection,scientific cognition and attachment are higher than those for self-realization,physics cognition and coercion.There is little difference in physics learning motivation between classes of different levels and between male and female students.Secondly,high school freshmen‘s interest in physics learning is indifferent and should be enhanced urgently.There is no obvious relationship between learning interest and actual results of subject-selection for exam in physics.The factors of low-level interest in physics study are generalization,difficulty-overcoming and extension;and those of the high-level interest are experiment,investment,causation,and attention.Furthermore,different physics-learning-interest points are affected by class characteristics to some extent.Thirdly,high school freshmen‘s interest in physics learning is significantly correlated with physics cognitive drive and self-enhancement drive of physics learning,but has nothing to do with auxiliary drive of physics learning.The self-evaluation of physics level is about 60 points,and the intention for physics examination is about 73.8%.There is pair-correlation between the interest in physics learning,the self-cognition of physics level and the intention for physics examination.By improving students' cognitive drive and self-enhancement drive of physics learning,students' interest in physics learning can be enhanced,so as to improve students' intention of physics examination.Fourthly,physics learning motivation and interest are the catalyst of the learning process,which means they will not directly improve the physics achievement.Physics teachers ought to understand the current situation of physics motivation and students' physics interest points,and increase the catalytic effect of physics learning motivation and interest by improving their teaching level,so as to alleviate the lack of popularity problem in the physics selection process from the teaching level.The strategy implementation path chart is designed,and the specific measures include five methods from classroom to extracurricular.Fifthly,exam intention for physics and actual choices are not the same result,and there is no necessary connection between physics subject status and the number of its candidates.The difference between is the result of external actions.As a result,merely improving students' motivation and interest in physics learning,or enhancing the impression of physics in students' hearts,is not the fundamental way to deal with the phenomenon of "physical shrinkage".Meanwhile,this problem should also be dealt with together by the whole community,starting from the institutional level.