高中生物理学业情绪的调查研究

发布时间：2017-12-30 23:11

本文关键词：高中生物理学业情绪的调查研究　出处：《西北师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：物理学业情绪是指学生在物理学习和考试过程中经历的,与物理学业活动相关的各种情绪体验,它影响着学生的物理学习动机、学习兴趣、学习策略及学习成绩等。积极的物理学业情绪有助于激发学生的物理学习兴趣和学习动机,促进学生的物理思维和认知水平的发展,保证自主性学习的有效进行,从而使学生的学业成绩得到提高,反之,消极的物理学业情绪会阻碍学生物理学业的进步。高中阶段,物理是一门相对较难的学科,很多学生在物理学习过程中会出现一些情绪问题,导致物理学业成绩受到了影响,但长期以来,人们很少关注学生的学业情绪,特别是具体学科的学业情绪体验,因此,对高中生物理学业情绪进行深入研究,这对高中物理的教与学有着重大的意义。本研究通过分析国内外已有的研究成果,以学业情绪的控制——价值理论及归因理论等为基础,以编制的高中生物理学业情绪调查问卷为研究工具,调查了重点和普通高中学生的物理学业情绪表现,并利用统计学软件spss21.0和Excel表格对物理学业成绩和物理学业情绪的相关性做了统计分析,并且对物理学业情绪的校际差异、年级差异、性别差异等做了比较和讨论,最后根据研究结论对高中物理教学提出了一些建议。研究结果表明:物理学业成绩与物理学业情绪显著相关,且积极类的物理学业情绪物理学业成绩有正相关关系,消极类的物理学业情绪与物理学业成绩有负相关关系;普通学校的学生与重点学校的学生相比较,重点学校学生的物理成绩受物理学业情绪的影响更大一些;高一年级学生与高二年级学生相比,高二年级学生的物理学业成绩受物理学业情绪的影响更大一些;女生与男生相比,女生的物理学业成绩受物理学业情绪的影响更大一些。最后,根据研究结果对教师、家长和学生提出了一些改善高中生不良物理学业情绪的建议。
[Abstract]:Physics academic emotion is a kind of emotional experience that students experience in the process of physics study and examination. It affects students' motivation and interest in physics learning. Learning strategies and academic achievements. Positive physics learning emotion can stimulate students' interest and motivation in physics learning and promote the development of students' physical thinking and cognitive level. To ensure the effective implementation of autonomous learning, so as to improve the academic performance of students, conversely, negative physics academic emotions will hinder the progress of students' physics studies. Physics is a relatively difficult subject, many students in the process of physics learning will appear some emotional problems, resulting in the impact of physical academic achievements, but for a long time, people rarely pay attention to the students' academic emotions. Especially the academic emotional experience of specific subjects, therefore, the study of high school students in physics academic emotion in-depth. This study is of great significance to the teaching and learning of physics in senior high school. This study is based on the controlling-value theory and attribution theory of academic emotion by analyzing the existing research results at home and abroad. With the questionnaire of physics academic emotion of senior high school students as a research tool, this paper investigates the performance of physics academic emotion of key and ordinary senior high school students. And using the statistical software spss21.0 and Excel tables to make a statistical analysis of the correlation between the physical academic achievement and the physics academic emotion, and to the physics academic emotion inter-school difference, grade difference. Gender differences are compared and discussed. Finally, some suggestions on physics teaching in senior high school are put forward according to the conclusion of the study. The results show that: physics academic achievement and physics academic emotion are significantly related. And there is a positive correlation between the positive category of physics academic emotion and physical academic achievement, and a negative correlation between the negative class of physical academic emotion and the physical academic achievement. Compared with the students in the key schools, the students' physical achievement in the key schools is more influenced by the students' mood of physics studies. Compared with the sophomore students, the physics academic achievement of the sophomore students is more influenced by the physics academic emotion. Compared with boys, female students' academic achievement in physics is more influenced by the emotion of physics studies. Finally, according to the results of the study, teachers are affected. Parents and students put forward some suggestions to improve high school students' bad academic mood in physics.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.7

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