有关注意力的研究一直是学术界比较热门的课题，国内大部分学者的研究或观点源自于一线课堂教学实践中显露出来的学生注意力分散问题，主要集中在注意力分散的成因分析及应对策略方面。本论文研究聚焦于学生课堂注意力分散情况的调查，并在此基础上提出有效的教学策略并开展实施。在开始研究之前笔者的预期是在一堂课中学生的注意力一定存在一个高峰期，却不知道这一时期具体位于哪一个时间段内，能持续多久。

本论文以西宁市湟源县高级中学的高三学生为样本，首先采用课堂观察法开展了高中学生注意力分散情况的调查。第一步是制定观察量表。将一级指标——“注意力分散水平”具象为可量化的7种二级指标——“注意力分散行为”发生的次数，然后根据“两两对比法”确定出各二级指标权重，最后将各二级指标加权求和，得到在一节课（40分钟）内学生“注意力分散水平”随时间变化的趋势图。笔者利用这种方法试图寻找到学生注意力分布规律的蛛丝马迹，或可为一线教师课堂教学工作提供一定的参考价值。其次，为了对上述研究形成补充和完善，笔者又采用问卷调查法作为辅助研究注意力分散规律。了解学生注意力分散行为发生的频率和时间，以及注意力在不同节次、不同学科中的具体表现等。最后综合概括两项研究得出结论。

综合各个课堂观察课例的注意力分散情况调查结果可以看出：几乎每节课的前10-15分钟始终是学生注意力分散行为发生的低频期，也就是注意力的高峰期。问卷调查结果也说明学生可接受的最长课程时间为30分钟。鉴于此，教师在日常授课时可充分利用这一时段集中讲授核心知识点，以期达到课堂效率的最大化。另外，课堂中后期约20分钟时间内，学生更容易发生注意力分散行为，这一时段内教师应适当灵活多变地安排一些次要的教学内容或环节。从注意力曲线的变化规律还可以看出，教师实施的课堂干预措施可对改善学生注意力起到积极的效果，问卷调查的结果也基本印证了这一点。问卷调查还表明，学生的注意力在不同学科和不同节次中的表现大为不同。

最后，笔者基于调查得到的结论，结合自身一线教学的经验，制定出了诸多提升学生注意力的教学策略。如做好充分的师生准备、创设多种物理情境、利用丰富的提问环节和教师的课堂干预等。并将这些策略应用于课堂进行实施并加以检验，结果证明这些策略是行之有效的。

The research on attention has always been a hot topic in the academic circle. Most of the domestic scholars' research or opinions are derived from the problem of students' attention distraction revealed in first-line classroom teaching practice, and mainly focus on the analysis of the causes of attention distraction and the countermeasures.  This paper focuses on the investigation of students' distracting attention in class, and proposes effective teaching strategies and implements them on this basis.  Before starting the research, the author expected that students' attention must peak in a class, but did not know which period of time this period is located and how long it will last.  

Taking the high school students in Huangyuan County, Xining city as the sample, this paper firstly investigates the distractive situation of high school students by classroom observation method.  The first step is to develop an observation scale.  The first-level indicator -- "attention distraction level" was concretized into seven quantifiable second-level indicators -- the occurrence times of "attention distraction behavior", and then the weight of each second-level indicator was determined according to the "pin-two comparison method". Finally, the weighted sum of each second-level indicator was carried out to obtain the trend chart of students' "attention distraction level" changing with time in one class (40 minutes).  By using this method, the author tries to find out the clues of the distribution of students' attention, which may provide some reference value for the classroom teaching of front-line teachers.  Secondly, in order to supplement and improve the above research, the author uses questionnaire survey as an auxiliary research on the law of attention distraction.  To understand the frequency and time of students' distraction behavior, as well as the specific performance of attention in different periods and disciplines.  Finally, the conclusion is drawn by summarizing the two studies.  

According to the results of the survey on the distraction of each class, it can be seen that the first 10-15 minutes of almost every class is always the low-frequency period of the occurrence of students' distraction behavior, that is, the peak of attention.  The results of the questionnaire also indicate that 30 minutes is the maximum time acceptable for students.  In view of this, teachers can make full use of this time to concentrate on teaching core knowledge points in daily teaching, in order to maximize classroom efficiency.  In addition, students are more likely to have distracted behaviors in the middle and late stages of class for about 20 minutes. During this period, teachers should arrange some minor teaching contents or links appropriately and flexibly.  It can also be seen from the change rule of attention curve that classroom intervention measures implemented by teachers can play a positive effect on improving students' attention, which is basically confirmed by the results of questionnaire survey.  The questionnaire also shows that students' attention varies greatly in different subjects and different sessions.  

Finally, based on the conclusions obtained from the survey and combined with my own experience in front-line teaching, the author developed a number of teaching strategies to improve students' attention.  Such as full preparation of teachers and students, the creation of a variety of physical situations, the use of rich questioning links and teachers' classroom intervention and punishment mechanism.  These strategies are applied to the classroom and tested. The results show that these strategies are effective.