The readiness of high school students to pursue first year physics

Abstract

A high failure rate at first year physics is often attributed to the lack of readiness of high school students to pursue such studies. This research explores this issue and reports on the perceptions of five physics lecturers at a South African university on the preparedness of high school students for first year physics. Qualitative data was collected through in-depth, non-directive, semi-structured interviews and analyzed for emerging themes using the Atlis.ti software. Readiness factors that were identified included the ability to engage with physics problems qualitatively rather than merely assuming an algorithmic approach, having a sound understanding of basic physics concepts, and competence in reading and speaking the scientific language. Other factors related to personal attributes and behavior and these were work ethic, perseverance, working independently and time management. These findings and their implications are discussed.     

中考物理电学热点问题剖析

随着教育改革的进一步深化，人们的教育观念在不断地更新。我们教育工作者以怎样的教学风貌走进课堂才能适应目前课程改革的要求呢?我认为作为物理教师应做到以下几个方面。     

有关高中物理教学中强化学生学习能力的探讨

高中物理教育总是学生生涯中很重要的一步,怎样走好这一步、如何走这一步成为很多教学工作者的研究讨论目标。从教师和学生不同的身份考虑,实现这一目标应分别从这两者入手,学生和教师的关系本是相辅相成的,因而让教师来做这个火车头去引导学生,学生则成为车厢在教师的带领下跟着教师的节奏从自身去提炼出更好的自己。     

爱尔兰高中毕业证书物理学考试特点评析

爱尔兰高中毕业证书考试是爱尔兰高中学生取得中等教育证书和高等院校招生的参考标准之一。本文简要分析了考试大纲及2019年爱尔兰高中毕业证书考试两个不同水平物理学考试的试题特点,发现其具有试题难度分明、突出选拔功能;考查实验技能,重视数据分析;注重基本概念,渗透物理观念;创设真实情境,理论联系实际;关注物理前沿,渗透科学本质等特点,这对我国当今物理高中考试具有较好的借鉴作用。     

高中学生学习物理障碍浅析

高中物理，若干年来教师反映难教、学生反映难学、考试难、考分相对其它学科要低，使学生在心理上、情绪上、方法上、能力提高上等方面遇到的障碍相对就要多一些。探索和研究高中学生学习物理的障碍，寻求一些有效的消除障碍的方法是我们物理教师需要长期研究的问题。下面是笔者在教学中的一些体会，在此以求抛砖引玉。     

探索高中物理教学工作

随着高中教育体制改革的不断深入,高中物理的教学工作也取得了众多突破性进展,学生的实验课程逐渐增加,并且,更是注重实践动手能力以及创新能力的培养。而不是像传统教学中,实验课只是形式,或者既定理论的验证过程。然而,毕竟新课改环境下的高中物理教学工作开展时间相对较短,并且,受到诸多因素影响,传统教学模式在很多地区仍然存在,本文针对当前高中物理的教学工作问题进行分析,并提出相应的应对措施。     

基于农村高中学生心理特点的教学建议

在对农村高中学校学生心理状况调查研究的基础上,提出当前农村高中学生的主要心理特点为巨大的学习潜力与普遍的厌学情绪并存、理想自我与现实自我相互冲突、对就业的渴望与对务农的排斥同样明显。在此基础上,提出帮助农村高中学生树立健康的学习心理、倡导并建立以学生为主体的教学模式,帮助学生树立正确的成才观,培养健康的成才心理品质等教育教学的建议。     

Goals in physics and chemistry education as seen by teachers and high school students

A contribution is made to the discussion of how science in general, and physics in particular, can be made more interesting and attractive to girls. Members of the PLON‐project have been working for five years on a new curriculum for higher forms of havo (intermediate secondary education) consisting of 10 units. On the basis of evaluation results, girls’ appreciation of the new curriculum can be related to specific subject areas and contexts. Since girls’ reactions have been encouraging we can now draw some general conclusions and relate these to features of the havo curriculum. These features suggest some ways in which girls’ interest in and liking for physics can be stimulated and we compare them with proposals made in the literature about the subject.     

浅谈高中物理认知结构的构建

本文以高中物理教学为背景,从扩大物理知识储备量、优化物理知识组织结构和提高物理知识开放性三个方面详细论述了如何构建良好的物理认知结构,提高物理教学的效率。     

Effective instructional characteristics of teachers of junior high school gifted students

This ethnographic study analyzed video tapes using the simulated recall procedure and the comparative analysis of a student opinionnaire to determine effective characteristics of teachers of gifted junior high school students in rural, urban, and suburban schools.

Among the most desirable traits are sense of humor, enthusiasm, creativity, care and respect for the student, and the expectation of high quality work by the teacher. Less observable and less significant to students were flexibility and teacher intelligence. Two additional behaviors consistently demonstrated by the teachers and appreciated by the students, but not listed among the ten standard behaviors were (a) maintaining a close physical presence, and (b) the use of probing questions to stimulate discussion and thought.     

对高中物理教材中"近代物理初步"的几点修改建议

从规范物理学名词,波粒二象性,组合常数,原子质量单位等几个方面对高中物理教材"近代物理初步"这 部分内容提出了修改建议。     

初中物理分层教学探析

作者从不同层次学生的发展为出发点,说明在初中物理教学中,采用分层教学的方法和原则及分层教学对物理教学的意义。     

初中物理分层教学探析

作者从不同层次学生的发展为出发点,说明在初中物理教学中,采用分层教学的方法和原则及分层教学对物理教学的意义.     

新课程背景下高中学生学习物理障碍浅析

从物理学科特点和自我物理教学实践入手,运用教育学和心理学知识,从7个方面分析新课程背景下高中学生学习物理存在的障碍．     

结合学生特点提高初中物理教学的效果

初中物理是学生物理学习的入门和启蒙阶段,所以在这个阶段教师的教学质量的提高有着至关重要的意义,而结合学生的特点则是提高初中物理教学效果的不二选择,本文通过对初中生特点的分析,提出结合学生特点提高初中物理教学效果的策略。     

Success of students in a college physics course with and without experiencing a high school course

High school students with high ability were enrolled in a standard college physics course for each of two summers with the same professor, same course outline, same textbook, same laboratories, and the same examinations. Half of each group had completed a high school physics course; half had not. Dormitory counselors were available for assistance and support. In addition, tutors were available in the laboratories to provide any help necessary with interpretation of lectures and performances in the laboratory, and with mathematical computation. Pre- and posttest measures concerning course content and attitude were given. After the eight-week summer instruction, the students who had not completed high school physics performed as well on the final course examination; there were no differences with respect to course grade or attitude toward physics. The group that had not completed high school physics used the tutors provided far more frequently than did students who had completed the high school course. When high-ability students are enrolled in college physics with tutors made available for needed assistance, there appears to be no advantage for students to complete the standard high school physics course.     

高师本科物理专业中学物理教学能力培养目标体系的研究

本文在教育心理统计理论和系统论方法的指导下,根据中学物理发展趋势和教学实际,提出了中学物理教育教学能力目标的若干要素,通过问卷调查,分析了中学物理教学能力的基本结构,提出了一套中学物理教学能力培养的指标体系,该体系包含中学物理教学认知能力、中学物理教学设计能力、中学物理教学组织实施能力、中学物理教学质量评价与保障能力、中学物理教学相关的学习与研究的基本能力五个一级指标和二十八个二级指标,它们对高师本科物理专业培养学生的中学物理教学能力具有直接意义.     

高一学生物理学习致困因素调查分析

调查都匀某中高一物理学生学习困难因素。自拟高一物理学习困难因素调查问卷,并对2009级高一年级523名学生进行调查。结果:学习方法不正确列致困因素之首,占71.9%。其它因素依次为:学习目的不明确50.5%;学习动机不明确,学习态度不端正49.7%;基础太差,听不懂老师讲课35.8%;初中物理难学,对高中物理学习产生恐惧心理35.0%;对物理不感兴趣32.3%;思维方式、记忆能力、理解能力、认知方式差31.0%等。高一物理学习困难的因素是多方面的,存在于教和学的各个环节,只有有的放矢,才能使学生获得较好的学习成绩。