Research Of Problem-based Physics Teaching

Physics teaching based on problems is a new teaching approach which links the elements of teaching and learning, the leading role of teacher and the dominant role of students in an integrative way. The essence of it is to let students raise problems and conduct independent exploration of it in the problem-directed environment, which is set up intentionally by teacher. In this approach, teaching is centered on the students. It can foster student's awareness of participation, develop their capacity for discovering, solving problems and their innovative spirit. This approach is one of the significant strategies which can change the dilemma in the present Physics Teaching in which is troubled by the following problems: serious dislocations between the linkages of "teaching" and "learning", poor efficiencies in class teaching, and students' reluctance to learn physics.This thesis begins with the concept of problem-based physics teaching. It elaborates the theoretical basis of problem-based physics teaching from the diverse aspects of the theory of problem and problem-solving, the theory of structure-building, and the latest development of the relevant researches in home and abroad. This thesis expounds three fundamental strategies in the problem-based physics-teaching as to the design of proper situations of problem, leading students appropriately to participate in the activities of problem-solving, the proper evaluation of students' questioning spirit and their problem-solving capacity. The thesis also points out several relations, which need proper tackling in the problem-based teaching activities.Initially the thesis sums up several prevalent problem-classification standards; then it focuses on the introduction about the concept of "the continuity of problems" and the cognitive levels corresponding to different states of problems. This approach implements "problem-continuity" is used as its designing tool in the teaching activities. With this tool, the researcher explores the design of problem-continuity in the explanative knowledge-teaching, the design of problem-continuity in the teaching of intelligence capability formation, the design of problem-continuity in cognitive strategy teaching. The tool of "problem-continuity" is the breaking-through point and the core of the thesis. In the elaboration of this concept, large numbers of specific cases are utilized, so there is a sufficient connection between theory and reality.Students are the major part in studying and creating process. The final purpose of problem-based physics teaching is not to make students solve the series of problems designed by the teacher, but to obtain the courage of questioning and the capacity for questioning as well as the problem-solving capability, which is the ultimate goal we teachers and researchers pursue in physics teaching. So, in the last chapter of the thesis, the author discusses about five stages of students' questioning capability development and the questioning strategies in the process of physics teaching.Due to the limit of the length of the thesis and the limit of the author's energy, the author doesn't make further exploration of the applied research of problem-based physics teaching in other types of teaching, but this is bound to be the direction of his later research and practice.