The Research Of Strengthening The Student's Physics Awareness Under The New Curriculum

The most obvious characteristic of the 21 century education is called innovation education. And the first essential factor is to be good at pondering, which means, to propose the questions that others hasn't thought about. In the present middle school classroom, most often the teachers pay great attention to how to design the questions of high quality. First they propose the supposition, and guide students to solve the problems, and then testify them (helping students to study to answer). However, they neglect how to create the teaching situation in the classroom, such as intending to guide the students to initiate the questions by themselves in the teaching process (guiding students to learn to ask questions). And this article emphasizes on "question awareness", discussing the definition of "physics question awareness". According to the study about middle school students' question awareness from some experts and my own teaching research, ] try to generalize the reason why the middle school students 'question awareness lives simply, at the same time, I do my best to find the theory basis of how to cultivate students' question awareness in the physics class, what's more, to explore the meaning of it. Finally, 1 generalize certain principles, strategies and inquiring patterns of how to cultivate students' question awareness in the physics class by experiments. And the conclusion is that using the generalization and inquiring pattern to strengthen student's physics question awareness in the cljassroom is feasible.The physics question awareness here refers to the a kind of suspicious, puzzled, anxious, psychological condition which appear in the time when students in the cognitive activity of physics( studying the physics concept, physics proposition studying, skill-forming, and problem-solving) encounter some difficult to solve, suspicious practical problems or theoretical questions. The standard that whether a student has physics awareness is judged by that whether he or s(?)e can put forward any questions. The proposition of "physics question awareness" is based on a(?)undant foundation of psychology, pedagogy, education psychology and physics education psychology. Particularly, from the discipline of modern physics teaching theory and historical angle of physics development, I expound the importance of cultivating the students' question awareness in the physics class and analyze the reason why students show little question awareness in the physics class combining the reality of physics teaching and students' cognitive characteristic. Lastly, I express the i(?)portance of training the students' question awareness.Finally, with the guidance of the above theory, I put forward the tactics and teaching program of training students' physics question awareness and teaching procedure in teaching practice and have carried out experiments.The teaching principle adopted in the research are: subject, step by step, practice, cooperation , encouragement, guidance, layer upon layer, And the conclusion of tactics is: firstly, developing democracy, harmonizing the relation between teacher and students and let students dare to ask, secondly, paying attention on process and the way, letting students to ask, thirdly, creating the situation, stimulating interest and let students like to ask, fourthly, changing the way of training and dispersing thinking to help students ask in a smart way. And the teaching program: to create the situation of question, forming cognitive conflict- exploring independently; experiencing actively-study in a cooperative way; build democratic atmosphere--self-reflection andevaluation; setting up the new cognitive structure--style changed training, consolidate the new knowledge.After a year's experiment, training the student's question awareness with the above guidance in the physics proves feasible. And the following are the results of cultivating student's question awareness.1. it can improve initiative of students'study2. it can stimulate student's interest, stress student's entity, and enliven the atmosphere of classroom.3. it can help most students have question awareness tentatively and propose question of high quality.4. it can establish new harmonious teacher-student relationship and make lots of students dare to and like to ask questions.5. it helps changes the student's passive attitude towards thinking and asking voluntarily.6. it favors student's studying tactics and improving their ability of asking questions , and then training their creative thinking and creativity.