Research On Physics Thinking-transfer Teaching In Senior High Schools

Innovation has become the headspring of knowledge economic, and the important impetus of human civilization improvement, and the foundation stone of national economical development. Just as was spoken in the report "learning to survive" taken by UNESCO, "the Competitiveness to deal with current global problems and meet challenges, depends on finally the potential that people can transform and arouse the potentiality of creativity.". Moreover, the decision on deepening educational reform and pushing quality-oriented education in an all-around way, made by the State Council of China, also proposed, "Quality-oriented education put importance to stimulate students thinking independently, and foster students' innovation ability and initiative spirit, the focal point with innovative consciousness and scientific spirit and innovative habit of thinking.". It is obvious that new basic education reform direction of new period is to foster high-quality innovative talents. To foster innovative talents is to foster students' science thinking-transfer capability, because thinking is the fundamental way to deal with problems and excite innovation. It is a urgent problem for present education to face and deal with that how to cultivate scientific thinking-transfer capability. It is the most direct and effective approach for physics education to put physics thinking-transfer teaching in practice. What is thinking-transfer? And what is physics thinking-transfer? These are both preconditions to put physics thinking-transfer teaching in practice and are new theoretic-understanding problem for physics teachers. How do we understand the meaning of physics thinking-transfer teaching? And what characteristics does physics thinking-transfer teaching have? These are both urgent problems for basic physics education reform to do with and for physics teachers to inquire. What purposes does physics thinking-transfer teaching have? And what contents does physics thinking-transfer teaching have? These are both direction-guiding problems for physics thinking-transfer teaching and are basic criterions to judge the quality level of physics thinking-transfer teaching. What laws does physics thinking-transfer teaching follow? And how do we organize the process of physics thinking-transfer teaching? These are both practical problems of physics thinking-transfer teaching and are tactic and ensuring problems to accomplish teaching tasks and raise teaching quality. Up until now, through consulting plenty of documents related to these problems, some dissertated the teaching process and strategies of physics thinking-transfer teaching in a common level, some discussed reflective and creative thinking-transfer teaching in a special aspect, others dissertated the methods to develop physics thinking-transfer capability, and so on. At the same time, there are not the special and systematical dissertations of theoretic research and practicing exploration on how to put physics thinking-transfer teaching in practice and develop physics thinking-transfer capability in senior high schools. Standing on this basement, the thesis has launched the research on physics thinking-transfer teaching in senior high schools. And it has a very important meaning for physics education and teaching.The main content of the thesis is as follows:The first section is of summary. Linking with current social development and educational conditions, it has pointed out to the urgency of putting physics thinking-transfer teaching in practice, and has analyzed the current research situation and the problems exists in the research on thinking-transfer teaching of domestic and international education areas, and has brought forward the train of thought and the meaning that the author has studied the problem.The second section is of the theoretic foundation of physics thinking-transfer teaching. It mainly has expounded physics thinking,the theory of transfer,the cognitive character of senior high school students,the new ideas of curriculum reform,the theory of physics thinking-transfer teaching in senior high school.The third section is to build the teaching mode of physics thinking-transfer teaching in senior high school. It has discussed simply the theoretic basement of physics teaching mode, and has illuminated the guidelines and character of building a double-rail-and-three-level teaching mode, and has explored "basic and developing" two levels of physics thinking-transfer teaching mode.The fourth section is to discuss the practice of physics thinking-transfer teaching reform. It has summed up the designing theory of physics thinking-transfer teaching, and has illuminated the common situation of teaching reform, and has analyzed the classroom teaching situation, and has advanced three teaching suggestions.The fifth section is to summarize and reflect the whole research course.