2012-01-12 07:28:23 | Category: research | Tags: | font size medium and small subscription Song Hongxiong About male born in 1965, Hebei musicians. Definite secondary school vice president, Hebei Province in 2001 was named special teachers； Shijiazhuang City, In the provincial papers published in the press more than 300 articles, 30 books published in the supplementary. [Abstract] the use of questionnaires, sample interviews, case studies, data analysis, research methods, results of the polarization of high school students conduct research, to explore the impact of the reasons for student achievement , and the corresponding countermeasures. Overall, middle and high school transition two stages of learning, teaching and management level, social and lifestyle factors, the quality of student’s personality, study habits and methods of these five factors are all significantly affected student achievement , in which the students personality, study habits and methods of the key factors that affect academic performance. Stimulate internal-based, supplemented by external optimization, the right medicine can effectively prevent or reduce the individualized student achievement polarization. [Keywords] performance division； reasons； response A statement phenomenon through the rigorous screening test every year there are a number of outstanding students with outstanding achievements towards key high school gates. The total score of the sub-system enrollment difference is generally maintained at about 30 points, on their academic achievement gap is small. However, after three years of high school learning, had a comparable level of students achievement gap widening. Finally, some ascend Tsinghua University, Beijing University and other prestigious universities, and some universities promoted to general, there is a small part of the second groups of undergraduate students to achieve the score, the individual can only be admitted to undergraduate students in three batches and even institutions, which are admitted to three batches of undergraduate students the entrance scores or even three years ago is among the best. this phenomenon is not unique, but some focus on common problems faced by schools. The problem is not solved, students are not satisfied, dissatisfied teachers, parents are not satisfied, not satisfied with the community. author of a key middle school survey, the results show that 05 to 09 years in the college entrance examination,studio beats by dr.dre, 55% of Choice students admitted to the universities, and the second groups of scores of undergraduate admissions system below compared with students, school choice enrollment system performance is generally lower than enrollment (enrollment system scores lower than 20 points or less), and SAT score than this part of the admissions system is much more to be excellent. In the same school, from teachers to manage all basically the same case, student achievement Why is there such a huge difference? 2, analysis (a) the first phase of the research process : the third year all students in third year high school entry requirements and the second simulation test (hereinafter referred to as progressive group, the results regress after the 110 students (30 liberal arts students, science students 80) for the backward group. I take this as the survey sample, questionnaire survey, and do data analysis. second stage: the largest selection of arts and sciences progress and regress the most serious students of the five known samples, respectively, with a separate discussion and learn about their specific learning and conduct research to identify common characteristics, and Survey results of a comprehensive analysis of the data, draw conclusions. (b) the reason for speculation and empirical 1. From the beginning of high school two-stage analysis of convergence and the transition from the student learned content analysis: ① high school courses in the subjects is the largest high school three years, compared with three days, subject suddenly increased； ② difficulty than the various disciplines in the junior secondary level, there are different degrees of increase. Students both breadth and depth of content, there are increased, which will inevitably result in different degrees of student learning impact. ③ early high school and some have learned in two stages more closely linked, because the teachers and students on the test result is not enough emphasis and other reasons, some high school to use the knowledge, junior high school and did not learn a solid, not on the convergence of knowledge . see from the student’s learning psychology: ① students boarding at schools away from home in this new environment, it is possible because of changes in the environment and can not concentrate on their studies, may also be because of personality, lack of interpersonal experience and other factors, interpersonal tension, feelings of distress, irritability, can not concentrate on learning. In short, to adapt to the new environment will have a direct impact on student learning, emotional. ② After the students had just tight in the exam, after entering high school, ③ students in the junior class are the leader, a teacher of the I face the above party to investigate the impact of student achievement, student achievement statistics of two groups of the proportion affected, the results are as follows: (Table I) progress and regress group group of junior high and high transition of various factors on student achievement is the difficulty of learning content influence the breadth of learning content close degree of learning content living environment affect the degree of psychological gap degree of relaxation degree of progress in learning attitude affected group 36.7% 22.2% 41.4% 6.6% 19.6% 13.9% regressed group affected 82.9% 34.3% 49.5% 21.8% 85.3% 28.3% easy to see from the table: ① the difficulty of high school knowledge, breadth , middle and high school two-stage convergence of the close degree of knowledge, new environment, the psychological gap,monster beats high definition headphone, learning to relax mind regress degree of progress group and group of students will have different effects. ② the impact of a large difference between two groups of students, is the difficulty and high school students in self-knowledge of the psychological gap, several other effects not very different, showing the difficulty of knowledge and psychological gap is caused by polarization of the important factors in student achievement. 2. From a teacher’s teaching and management level analysis (Table II) teaching and management level of impact on student achievement levels of teachers teaching the level of progress in the management level class management group affected 22.9% 17.9% 20.3% backward groups affected 50.3% 22.9% 78.1% Conclusion: ① progressive group of students by teachers, teaching, management and classroom management level effects are relatively small. ② backward group of students by teachers, teaching and class management level is relatively large, the impact of management by teachers is not large. ③ Teacher of management, management of tightness of student achievement is not too great. reflected in this set of data is very interesting problem: lack of the same two groups of students in the door, some still in the same class group, why the backward group of students by teachers, teaching and class management level of impact will be far greater on the progress of groups? In discussion with students, I found, backward group of students the state is often due to Like a teacher, learning the discipline to seriously； teacher lectures interesting to pay attention in class； see learn from others, will add their own effort, very susceptible to the surrounding environment that we often say And progressive group of students are not, they are more concerned about the knowledge itself, not because the teacher is not enough humor and class to go God, it will not play and relax at the other students, they found a sense of achievement in learning, strong self-learning . Compared the two, from one side also reflects the student’s own personality traits important role in learning. 3. From the social and living factors high school students are energetic, adventurous and community, full of curious new things, numerous social and living environment, many factors will affect their learning. The writer’s students reflect a more general survey of the four factors, the following results. (Table III) the social and living factors that impact on student achievement in extra-curricular sports books, mobile phone network like one or the progress of young sprout four groups affected 4.7% 6% 4.7% 2.5% 12.2% set by the backward affected 52.2% 41.8% 20.1% 9.8% 66.7% by comparing two sets of data we can find, for boarding school students, novels, magazines and other books at the greatest impact on learning； followed by the mobile phone network, through the mobile Internet , chat, friends, students have become in some fashion； Once again, sports and other aspects of the hobby, hobbies and learning can not straighten out the relationship between the degree of achievement can also cause a certain effect； although the Beginning of the student youth affect the proportion of small deterioration group was less than 10%, however, once a puppy love, fight for student achievement is often devastating. In all the surveyed students, at least one of these four cases, nearly 70%, this ratio can not be underestimated, no wonder it was the killer 4. Study habits and learning from the analysis students are learning the subject, their study habits and learning good or bad effects on academic achievement is self-evident. The author of two groups of students study habits and methods of conducting a comprehensive survey, the results are as follows: (Table IV) study habits and learning is good learning efficiency of the learning process to master the basic autonomy of rational thinking, memory, habits good progress group 72.5% 36.8% 62.5% 90% 50% 10% regressed good set of 2.5% 75% 15% 5% of the survey data showed that: ① progressive group of students learning efficiency, mastery of basic knowledge, habits of mind and memory habits generally good, half of the students in learning and also of the rational good. ② backward group in addition to mastery of the basics of good, the other four areas are poor. ③ two groups of students in learning efficiency, learning process, learning autonomy and clarity, the habit of thinking and memory habits gap was, obviously, they also contributed to the polarization of the important factors in student achievement. discussion I found that backward group of students learning efficiency is low mainly in two aspects: first, the time is not tight grasping, learning baggy； the second is war to fight fatigue, high consumption and low efficiency. The learning process is mainly the lack of preview links and follow-up review session, highlighted in the spent a lot of time and effort finishing the wrong question, but shelved after the indifferent, so vain. Backward group of students of the reason is poor, mainly the lack of planning for learning, not co-ordinate arrangements, work more on the rush, which the teacher checks bearing in which section to complete the job. Habits of mind, the backward migration of groups of students are not good at thinking, learn by analogy, not good at analyzing and sorting, it is difficult to comprehend by analogy； understanding of memorizing, memorizing the law is not widely used, do not pay attention to follow the law of forgetting and timely review, the memory effect is poor. 5. From the student’s personality analysis as learning the subject, students individualized quality is good and efficient learning of the internal factors, are also key factors. The writer’s personality traits of different aspects of students’ academic performance impact on the investigation, the results are as follows: (Table 5) Student self-motivated individual interested in whether the quality of good quality and diligence will focus on the level of self-awareness group good progress 93.6% 86.8% 93.6% 74.3% 85.5% Good 72% regressed group 42.7% 47.5% 12.1% 10% of the data showed that: ① two groups of students in learning motivation and interest in, although the gap, but not poor. ② the largest gap between the two groups of students is the focus of learning and cognitive self-learning level. ③ two groups of students in the will and diligence on the quality gap is also large. from the questionnaire and the discussion, I learned the following points: ① backward group of students worrying level of self-awareness. On the one hand, of which about 70% of students do not know which aspects of learning in a problem, find the causes of poor performance, confusion depression； other hand, they already have their own knowledge and ability to not make the right judgments , this outstanding performance is that their knowledge is learned, but they will not test the application. ② Students focus on the level of poor performance in the lectures during the one hand, 70% of class, the students often point to their attention, regardless of content and classroom objects, or unconsciously, want nothing to do some classroom； on the other,white Monster Beats, self-study courses not feeling full, full attention. ③ the poor quality of the students will mainly manifested in two aspects: First, poor frustration tolerance, and second, poor emotion regulation. Into the one-child era, poor frustration tolerance is a common problem, backward group of students in particular. They tend to fail due to factors beyond their control depression malaise, difficulty to try to escape, suffering a lot, can not fail to sum up experience and lessons learned. Emotional, this part of the student’s ability to sense emotions made relatively poor, can not objectively look at the results of changes in emotions and volatile ups and downs with the results, and can not be bad to adjust for the healthy emotional mood. traditional view, it was generally agreed that IQ differences and gender differences affect learning, the survey, both groups of students progress or regress group of students that these two factors on the impact of their academic performance are less than 5%, the proportion of strong evidence that this is not the main factor affecting student achievement. Third, inspiration and strategies the above findings, the convergence of learning and transition, teaching and management, social and lifestyle factors, study habits and methods, the students of these five aspects of personality traits comprehensive analysis of survey data, progress in five areas were calculated with the regression group the gap between the average value of each factor group, the findings are as follows: (Table VI) progress and regress group of five in group gap analysis study convergence and the transition level of teaching and management factors, social and life habits and the way students learn various factors between personality traits average 26.95% 30.07% 32.70% 41.36% 49.90% average of bridging the gap between various factors and transition 15% teaching and management level 17% social and lifestyle factors 18% study habits and methods 23% of students personality 27% can be seen from the chart, progress and regress group of students in the group of five there is a certain degree in the gap, including differences in the quality of student’s personality the most, followed by learning and study habits. Thus, the resulting polarization of student achievement are many reasons, but the greatest impact is the quality of student’s personality differences and differences in study habits and methods. more research and analysis, can reduce or eliminate the idea of student achievement provide a solution polarization: from internal start students a good personality, so that students develop good study habits, learning to master the scientific method； attention external, to create a good learning environment and learning conditions. Specifically from the following aspects: (a) experience success, to stimulate interest specific object of interest is generated by individual tendentious, selective attitude and mood. People engaged in an activity, if you are interested as a guide, it will generate enough initiative, and actively tackle the problem. Specific to learning, interest in learning is a positive emotion, a strong interest in learning, thirst for knowledge is a key factor of success in learning is also an important psychological conditions for the development of intelligence. interest is often reflected in the attention to specific things, in fact, this is only the superficial features of interest, is a unique psychological experience (such as a sense of fun, curiosity, etc.) caused by the object’s love of the objective , the kernel should be triggered by a popular desire to explore further. Through observation and investigation shows that interest is not necessarily innate, nor is it fixed, one of the original interest in the joint influence of various factors, the gradual loss of attention at this time of the transfer and may also bring new of interest. For example, the small people who love reading and learning may also be generated in the process of studying the emotional weariness, and even develop some bad habits. In this process, the role of unknown factors led to the transfer of interest, the transfer of interest led to the target offset, the offset of the target leads to the appearance of evil. in the teaching process, if you want to avoid this, you need to reflect on your own Daoxing. First, clear objectives, with the goal to stimulate students a strong motivation and strong will to learn. Second, teaching to the use of flexible teaching methods, classroom content to ensure vivid and fresh, in order to mobilize the interest of students. Third, to enable students to experience a sense of achievement in learning, which is particularly critical. First of all, let the students clearly felt in the knowledge level of harvest, because only with full understanding of objective things, only the possibility of further study in order to ensure the continuation of interest； Second, let the students in the learning process regularly experience success, which can be cut into smaller goals and objectives be achieved gradually completed； In addition, you can not ignore the power of emotions, through words and deeds of teachers infected students, are able to use positive evaluation of students to be encouraged. In short, the interest generated depends on the moment of experience, while maintaining interest is inseparable from the emotional satisfaction. (b) of the active flow, the objective focus of positioning for secondary school students, followed the previous examination of the Gap generally refers to the contrast in the gaps and differences in the quality of these outstanding students in junior high school where the school are outstanding, while the high school talent, competitiveness will increase markedly, along with other objective and subjective factors, had a clear advantage academic performance is likely to turn at a disadvantage, from the title to list outside of the contrast inevitably make them feel lost and helpless. At this point, if a teacher is to encourage the use of a single mode of communication increases expected in the short term may play a role in comfort, to enable students to re-inspired, but it is not conducive to long-term development of students. First, the focus of the top students in secondary schools had high self-expectations, simply to encourage teachers to some extent contributed to their self-confidence, easy to make it into the blind arrogance of errors； second , often referred only to encourage teachers to the bright side, there are potential problems of lack of reminder, it can not give students the necessary tempered to withstand the psychological preparation； third, to some extent, to encourage a dynamic, but longer, to encourage the more power will be converted into pressure, so that students become more afraid to face failure. sum, in line with the real attitude of the students responsible, long-term development considerations from the students, teachers should be conscious to guide students clearly understand the status quo, to give yourself an accurate and objective positioning. Should explicitly tell the students, learning is a protracted war, many factors affect academic performance, so the failure is almost inevitable, even everyone could experience； important not fall through, but to stand up after a fall process； as to how to stand up, will depend on the characteristics and learning on their own pros and cons of the situation, continue to find their own strengths, weaknesses and then try to find their own remedy； purpose of learning is self-improvement and natural development, is a long process, no one is perfect, but people can continue to enrich themselves； not everyone is born is the king, but people can continue to self-improvement, from the current position to a higher position. students to understand and objectively evaluate their own and objective understanding and assessment of their learning situation, they will be more active and easily face the problem, then solve the problem. (c) the training will strengthen the sense of Kansas State University psychologist Snyder hosted a pilot study showed that: the students’ academic performance and their attitude is optimistic about the decisive relationship. To foster a positive and stable emotions, first, to enable students to establish a correct outlook on life, learning concept. In frustration, combat and frustrated, Second, to foster good will to learn. Allow students to have Third, to enhance students’ self-awareness. Some of our students much spoiled, lack of independence, failing hesitant； some strict tutor, behave, weak-minded. So the autonomy to students,monster beats new, to get rid of psychological dependence, and improve the learning ability of self-determination, to get rid of failing to ask the victims of other people’s suggestibility situation, continue to foster self-reliance, self-confidence and courage in order to enhance self-learning , and initiative. Fourth, to produce enough sense of cooperation, teach students how to get along with people around, how to win-win cooperation, both the teacher told the students, or students, should be more appreciated and accepted, less critical and blame, not only do to a strong combination, but also learn to complement each other. Fifth, good to cultivate a positive and optimistic attitude, to develop good learning attitude is to enable students to have not not give up the persistence, with no need to be reminded when the urge to learn the consciousness, not with a bow in the face of difficulties, every effort tenacity to overcome difficulties with learning good calm, rational control of their own emotional and behavioral self-control. only light weight process results, joy to students in addition to anxiety. (d) follow the law, to establish a system of regular learning is highly active, if you do not respect the objective laws of learning, work can only be less effective in any case, do not talk about any efficiency, let alone results. To junior high and high convergence, for example, junior high school, students have learned more wealth of knowledge, though, compared with the high content, such knowledge inevitably crude and shallow, but they are the basis of high school, and high school curriculum has thousands of silk Wanlv links. High school teachers tend to emphasize the high school class of esoteric broad curriculum, emphasizing the huge difference between high school and junior high school, so that virtually give students a psychological suggestion, it seems that high school and junior high school is taking the two roads into the high school and, it is necessary forget the past, start over. Such consequences can only be the beginning of high school to learn the content of the chain fragmentation and personal touch. have any knowledge of its relatively complete systematic, each student’s learning style has its own characteristics, these two together to form a rich personal characteristics of the learning system. With this complete system, the students in learning knowledge can be more calm, do not blindly follow the idea of teachers stumbled forward, do not need