Research On The Cultivation Of Students' Question Consciousness In Physics Teaching

To meet the demands and challenges of the 21st century and cultivate human resources adaptable to the new era, the Party's Central Committee and the State Department initiated the resolution to implement "quality education", the kernel of which is to foster learners' creativeness and practicality, and it also lays the keynote of subject instruction. And now the questions remains how to implement quality education in middle school physics instruction. Psychological research has revealed that the realization of questions is the initiator of thinking. Thinking without questions in mind is shallow and passive. Only by continuous raising of questions and subsequent analysis and solution of them can a learner's creativeness get continuously boosted. Innovation originates from questions. A new question or a new perspective of looking at an old question will more often than not lead to a new discovery or breakthrough, symbolizing scientific advance. Question consciousness is the psychological state in which learners doubt, get puzzled and therefore have desire to explore the demanding practical or theoretical problems that they encounter in their cognitive process. It's in fostering learners' creativeness and practicality, and a also determining factor in the growth of an innovative learner. A learner can be labeled as creative if he/she is good at discovering questions, never hesitates to ask questions and can ask questions in an inspired way.Unfortunately middle school students in our country don't enjoy adequate question consciousness in that most of them, don't dare to question or don't know what to question or how to question. Recent findings of the middle school learning and developing research group show that as students move up the ladder from primary school to senior middle school their desire to ask questions gets down. The percentage of students who raise questions when having problems in class is as follow primary school-13.8%; junior middle school-5.7%; senior middle school-2.9%. Further research shows that the majority of students will not raise their hands unless they are sure of a question: primary school-34.8%; junior middle school-48.8%; senior middle school-42.8%. And the result concerning those who will not raise their hands even if they know the answer: primary school-4.5%; junior middle school-14.5%; senior middle school-38.3%. These figures serves sufficiently to persuade us that thorough study of the approaches and methods to foster learners' question consciousness in theprocess of physics instruction is of great significance.So in implementation of quality education philosophy and the new course scheme, this research paper points out at its beginning the factors that influence learner question consciousness, and then in its bulk elaborate on the principles and strategies in fostering learner question consciousness in the process of physics instruction. The paper consists of four parts (four chapters): part 1 literature review: theoretical foundation of fostering learner question consciousness as well as the definitions and implications of "question" and "question-awareness"; part 2 research: research into the current situation of middle school learner question consciousness and an analysis of the factors that influence learner question consciousness; part 3 discussion: the principles and strategies in fostering learner question consciousness in the process of physics instruction and its significance; part 4 expounding, from the perspectives of instruction practice and education theor, the approaches and methods to foster learner question consciousness in the process of physics instruction is of great significance.