A Study Of Flexibility Of The Students' Thinking In The Process Of Physics Problem-solving.

With the further development of the physics educational research, it becomes the hot point that how to train the capability of the students' thinking in science, and the ability for analyzing and solving real problems. Although our students learn physical knowledge a lot, they still can't solve the specific problems smoothly, we can also say, they don't know when and how to use them, undoubtedly can't use them flexibly. In order to attain the didactical goal of improving the students' abilities of real physics problem- solving, and developing the flexibilities of the students' thinking, in this respect this thesis make a primary research.From the view of psychology and physics educational study, this thesis analyze the present situation of problem-solving research, On the basis of it, we carry on experiment research. First, according to the principle which we have advanced that physics problem situations need to stimulate students' interests and cognitive conflict, we. design specific physics problem situations and make a diagnosing test at Guilin liangjiang middle school 98-3 class, as well as Guangxi Normal university physics department 3 grade. According to the diagnosing test result, we put forward the factors which influence students thinking flexibility of physics problem-solving, namely, the defect of cognitive construction, thinking fixing and divergent thinking belong to cognitive tactics, and discuss the important role of problem presentation to physics problem-solving.The defect of cognitive construction result in physics problem can't be resolved smoothly, thereby the flexibility of students' thinking is poor, on the basis of the modern theory and study of cognitive psychology, we conclude and put forward conditionalized knowledge and structured knowledge, making a concrete discuss, divergent thinking belong to cognitive tactics category, so we design corresponding knowledge test, combining the divergent thinking ability test (opening-bottom problems), analyze and make statistics about the results by using the statistical software SPSS, which belongs to the Social Science. Because lacking of standard, we make the teacher do the experience assessment and make the students do ego-assessment, besides, correlation analyzing discover that the correlativity degree of divergent thinking and students' achievement is not high (r=0.414).T-test indicate schoolboys' and schoolgirls' divergent thinking have no remarkable difference (p>0.05). This is my first attempt belonging to the educational evaluation field, hoping it may supply some valuable reference for the study of flexibility of the students' thinking. At last we further make a study on the diagnosing test and from the view of psychology we point out the difficulty where a student' thinking coulo1 transform rapidly and also break through when come into obstacle. At last, we refer to the author's point that what our students lack of is not flexibility of thinking, but theinquiring habit.We try to find a common, usable, workable surveying instrument which the teachers can use to measure the flexibility of the students' thinking, which can also be easily accepted by the teachers. From the view of this aspect, the thesis has the significance of continuing study.