Research On A Thinking-based Teaching Framework In Physics Classroom In Junior High School And Its Effects To Students’ Innovative Quality

It is urgent to train talents with innovative quality to current school education in our country. How to foster students’innovative quality in physics classroom in the junior middle school? Firstly, based on constructivist teaching theory, learning science, and Lin’s thinking triangular model, this study integrated relative research methods such as literature method, comparison analysis and theory analysis and constructed a thinking-based teaching framework(TBTF), and integrated TBTF into physics classroom. Secondly, in order to investigate the effect of integrating TBTF into a physics course on junior middle school students’ innovation quality,270 senior high school students are selected as research subjects,5 scales are used as the testing instrument, this study finds that TBTF promote the development of students’ innovative quality. At the end of the thesis, we give some advice on how to implement TBTF in physics classroom.The main content of the thesis includes three parts:theoretical exploration, experimental research, and recommendations. The theoretical exploration of the thesis is aimed at constructing a teaching framework to promote students’ positive thinking. It includes two parts.In part 1 of the theoretical exploration, according to Lin’s and Hu’s thinking-based teaching theory, the thesis constructed a thinking-based teaching framework (TBTF). There are four central ’pillars’ to the framework:cognitive conflict, independent construction, meta-cognition, application and its’ aim is to promote students’ positive thinking, to enhance the students’ thinking ability and thinking disposition and to promote students’understanding of scientific knowledge. TBTF should follow the following requirement:at the beginning of teaching, the teacher should induce his students’ thinking motivation; in the teaching process, the teacher should maintain his students’ thinking power and courage his students to learn to how to generalize learning materials in a new context. In the end, the teacher should induce his students to learn how to monitor the whole learning process.In part 2 of the theoretical exploration, the author integrated TBTF into physics teaching. Physics teaching is an important part of science teaching. Some latest studies such as development and transformation of the concept in the field of science education, core concept, demonstration teaching and cooperative inquiry research results, and research results of innovative quality in cognitive science are absorbed. Generally, physical concept teaching, physical rule teaching, problem solving teaching, and experiment teaching are primary types of physics teaching.The study explored how to integrate TBTF into a physics course from four aspects: the formation of knowledge, teaching process, teaching strategies and so on.In the physics concept teaching, the author discussed how to introduce a concept, how to form a concept, how to understand and apply a concept, and how to reflect a concept. Then, physical density is chosen as a teaching example, and the author discussed how to extract Core Concepts, how to design the basic problems, and how to design the creative thinking and critical thinking activities. At the end of this part, the author showed the complete teaching design about physical density.In the physics rule teaching, the author discussed how to introduce a rule, how to form a rule, how to understand and apply a rule, and how to reflect a rule. Then, flat mirror is chosen as a teaching example, and the author discussed how to extract Core Concepts, how to design the basic problems, how to design the creative thinking and critical thinking activities. At the end of this part, the author showed the complete teaching design about flat mirror.In the physics problem solving teaching, the author designed a creative problem solving teaching process, including problem determination, hypothesizing, plan formation, plan implementation, and reflection. Each teaching step is composed of two thinking activities:creative thinking and critical thinking.In physics experiment teaching, the author discussed how to integrate TBTF into the demonstration experiment teaching and grouping experiment teaching, and put forward the corresponding teaching strategies.The experimental study of the thesis is aimed at investigating the effect of integrating TBTF into a physics course on junior middle school students’ innovation quality. It includes two parts.In part 1 of the experimental study, experimental process is described. The research adopted the pre-test-and-post-test quasi-experiment design mode. Teaching method, school type, and learning foundation category are chosen as independent variables; physical performance, scientific creativity, creative thinking disposition, critical thinking skills, critical thinking disposition, and learning motivation are selected dependent variables. Experiment teachers are voluntary to participate in the teaching experiment, and took part in the training. The test tool of every specific study is selected, the data processing software is selected, and the data processing method is determined.In part 2 of the experimental study, the results, discussion and conclusions were involved. The study found that:1. TBTF can significantly improve the students’1) understanding,2) abilities to think creatively about science,3) abilities to think critically about science,4) dispositions toward thinking critically,5) internal motivation and 6) curiosity, adventurous and challenging of the creativity tendency.2. TBTF cannot significantly improve the students’ imaginations and external motivation.3. For the students in different learning foundation, TBTF can significantly improve the students’1) understanding,2) abilities to think creatively about science,3) internal motivation,4) abilities to think critically about science,5) dispositions toward thinking critically, and curiosity, adventurous and challenging of the creativity tendency.4. For the students in differe nt middle schools, TBTF can significantly improve the students’1) abilities to think critically about science, and 2) dispositions toward thinking criticall, and 3) curiosity, adventurous and challenging of the creativity tendency.In part 3, some operable implementation suggestions are put forward on how to carry out TBTF in physics classroom in junior middle school.In summary, the study mainly found the following conclusions:TBTF can significantly improve the students’innovative quality.