A Study On The Correlation Between High School Students' Physics Scores And Personality Types Based On MBT

In the environment of the new college entrance examination,more and more provinces or regions began to adopt the “3+1+2” mode of course selection,which makes the status of physics gradually improved.On the basis of three-dimensional objectives,the general high school physics curriculum standards(2017 edition)summarizes the core qualities of high school physics.It not only answers the question“What should students do”,but also gives the answer “Why should students do”,which embodies the educational value of the subject.This kind of educational value is not aimed at a certain group or part,but for all students.However,under the unified teaching mode,students’ physics achievements are greatly different.One of the reasons is that students’ learning habits,preferences and styles are different due to their different personalities,therefore,the topic of individualized education and teaching students in accordance with their aptitude is something that every educator must face.In order to explore the relationship between the high school physics scores and personality types,this study conducted questionnaires on the three high schools using the MBTI personality type test,obtained the physics examination scores of the subjects,and conducted statistical analysis of the data using SPSS software.The contents of data processing mainly include: statistics of the distribution of personality types,one-way analysis of variance of 16 personality physics performance,multiple comparisons of 16 personality physical performance,and independent sample t-test of different dimensional tendencies of MBTI personality types.Based on the above statistics,the following results are obtained:Firstly,the distribution of personality types in physics subjects is uneven.The study found that the least three types of personality were infj,intj and entj types,the most common three types of personality are enfp,istj and estj types.Secondly,the difference in physical performance among high school students was significant.There are 4 physical performance advantage types and 8 physical performance disadvantage types in all personality types,and the other 4 personality types were not judged to have significant physical performance advantages or disadvantages over other personality types.Thirdly,in the four dimensions of Extroversion-Introversion(E-I),Intuition-Sensing(N-S),Feeling-Thinking(F-T)and Judgment-Perception(J-P),only the students with different tendencies in Feeling-Thinking(F-T)have significant differences in physics performance,and the students with different tendencies in the other three dimensions are not judged to have significant differences in physics performance.The study gives the study habits and characteristics of 4 types of physics performance advantage and 8 types of physics performance disadvantage.The study aims to do two things by analyzing how personality types affect high school students’ physics performance: from a small point of view,some suggestions can be made to the teaching of physics teachers,especially to the individual instruction after class;In a greater sense,it can be based on physics to add some research foundation for the development of individualized education,and give some theoretical reference for the implementation of individualized teaching.