The Investigation And Research On Physics Learning Adaptability Of Senior One Students

With the need of national innovative development,China pays more and more attention to the popularization of science and technology and the improvement of the scientific literacy of the whole people.Physics plays an important role in leading students to understand the nature of science and develop scientific thinking.The country is also further enhancing the status of physics through the reform of the new college entrance examination.However,during the reform process of the new college entrance examination students believe that physics is difficult to learn,leading to the phenomenon of abandoning physics.This indicates that students have encountered many problems when studying physics in their first year of high school,so it is meaningful to study the adaptability of physics learning among them.On the basis of the existing learning adaptability scale,this paper compiled the physics learning adaptability scale for senior one students,and conducted a questionnaire survey on senior one students of four middle schools in Guangdong and Guangxi,from the four dimensions of learning attitude,learning environment,learning technology,and subject content.A total of 903 effective samples were collected.Use SPSS26.0 software to sort out and analyze the data of the questionnaire,we got the overall level of physics learning adaptability of senior high school students.The differences of students’ physical learning adaptability were also analyzed in terms of gender,personality,parenting style,and the relationship between physical learning adaptability and academic performance from multiple perspectives were explored.The main conclusions are as follows:First,the physics learning adaptability of senior one students is at the middle level as a whole,and the level of each dimension from high to low is in order of learning environment,learning technology,learning attitude,and subject content,and the rate of students’ physical learning maladaptation(lower middle grade and low grade)is 13.40%.Second,there are significant differences in students’ adaptability level in gender,personality and upbringing style.Boys are better than girls in all dimensions,extroverted students are significantly better than introverts in learning environment and learning technology,and students with democratic upbringing style are significantly better than autocratic and laissez-faire students;Whether the students live in school,the preview form before entering school and whether they attend the tutorial class after entering school have an impact on the students’ physical learning adaptability level.The resident students are significantly better than the day students in learning attitude and learning environment,and the students who independently preview before entering school and participate in the tutorial class preview are significantly higher than the students who do not preview in physical learning adaptability level.The students who participate in the tutorial class after enrollment are better than those who do not participate in the tutorial class in learning attitude and learning technology.In addition,there is no significant difference in adaptability between regions where students come from and whether they are the only children.Third,students in high,middle and low score groups have significant differences in all dimensions of adaptability.All dimensions have significant positive correlation with academic performance.The dimension of subject content can positively predict students’ physical academic performance and can explain 18.4% variation in academic performance.