Research On The Stratified Teaching Of Physics In Junior High School Based On Positive Psychology

"Compulsory education physics curriculum standards" put forward: for all students,cultivate students’ core quality.Stratified teaching is widely used because it takes into account each student’s different knowledge base and learning needs,respects the individual differences of students and improves classroom efficiency.However,with the continuous practice of stratified teaching,more and more educational scholars find that stratified education has certain defects.Through literature research,it is found that stratified teaching strikes students’ psychology to some extent,which affects the effect of stratified teaching.Through the questionnaire survey of teachers and students in the schools that implement stratified education,it is further found that the current stratified teaching has some shortcomings,such as the lack of scientific theory of teachers and the single stratified basis,which leads to the excessive psychological pressure of students and aggravates the feeling of inferiority and anxiety.And positive psychology proposed that we should pay attention to students’ positive emotions,help students form internal positive characters such as tenacity and sincerity,and relieve inner destructive emotions.Therefore,positive psychology was used to optimize stratified teaching.Starting from the theoretical basis of positive psychology,this paper mainly starts with two parts: design principles and stratification strategies,and designs from four aspects: lesson preparation stratification,class stratification,homework stratification and evaluation stratification.Then,it provides feasible strategies for stratification teaching junior high school physics from the perspective of positive psychology and carries out practical research.One of the two classes with similar original stratification is taken as the experimental class and the other as the control class.The practical research is carried out from the following three aspects.(1)Stratification of lesson preparation.The experimental class first divides the students into A,B and C layers according to their physical scores.Then it divides them into two psychological categories: whether they have low self-esteem.At this time,the students from three layers become six layers.And according to the standard curriculum design,four-dimensional teaching objectives stratification,according to the content difficulty gradient design questions stratification.(2)Class stratification.The experimental class uses a task supermarket to allow students to choose classroom tasks freely according to their situation to improve students’ participation and classroom efficiency.(3)Stratification after class.The experimental class made use of the homework supermarket to let students freely choose to practice and timely let students use the learning and emotional self-assessment table for self-evaluation,guiding students to study and emotional introspection,at the same time for individual students to conduct after-class psychological counselling and targeted counselling,to perform after-class guidance for family education problems.After the completion of practice,compared with the first stratification and the last stratification,the number of people in experimental class A,B and C levels is 17,22 and 15,respectively,and the number of people in control class A,B and C levels is 14,20 and 19 respectively.In the experimental class,the holdup rate of layer A is 85.7%,layer B’s is 23.8%,and layer C’s is 36.8%.The holdup rate of Layer A,layer B and Layer C is 84.6%,15.8% and 19.1%,respectively.At the same time,a questionnaire was used to investigate the students’ psychological and emotional changes after the experimental class’ s implementation.Most students became more positive,aware of their emotions,and fond of physics.Regarding performance,the score difference between the two classes changed from 0.94 points to 5.08 points,and the experimental class had a higher score.It can be seen that using positive psychology to optimize stratified teaching is effective and,to a certain extent,make up for the deficiencies of stratified education.