A Study Of Senior High Physics Teaching Practice Based On The Sense Of Question-arousing Of The Students

In writing the thesis,the writer takes educational psychology,human learning principles as the basis for study,based on the investigation into the students' sense of arousing questions and their interest in the study of physics as well as the result of the interview with part of his class students,combining the question-prepositioning teaching made in senior high students' physics class with relatively accomplished random sampling as well as with the many years' teaching experience of his own,the writer points out that the current practice of the question-and-answering teaching method in physics teaching can by no means remain on the question premising stage.On the contrary,the writer finds the students' sense of arousing questions,question expressing and the ability to solve questions are the basis of physics study and at the same time they are the goals of the current physics teaching and learning.It will be meaningless to talk about the training or cultivating the students' creativity when the students are lacking of the sense of question-arousing.Unfortunately,in the practice of physics teaching,the cultivation of the students' sense of question-arousing is considered by some teachers only as the eventual purpose in creating an environment for the sake of questions.According to the writer,there exists a sequence of process in question-prepositioniry to detect the students' thinking potentials.Each links of teaching should not be neglected in order to replace the students to the source of question arousing.The preclass and out-class activities desire equal attention from the teacher as these in themselves are a sequence of teaching.And therefore,a series of explorations have been made on this subject of matter.Focused on the obstacles met by the students when dealing with the pre-posititioned questions,several concive questions are taken as the premises in this study,the teacher inclass should create an adequate environment to set off the conflict in the students' cognition(including creating an environment,solving the problem),and stimulate the students to arouse new questions base on their own's retrospection and summary,on the original question(returning to the original).The writer supplemented the principles of question-preposition to define the differences between a link and question solving teaching mode in the original,rounding up the features of returning to the original.On assessment on the students,the thesis put emphasis on the comprehensive use of the principles of dynamity,stimulating,objectivity,gradagation and variety of evaluation.Stimulating strategies should be adopted to encourage the students to arouse questions.Students' self-confidence should be kept an eye on and be protected.Open assignment is encouraged for the students.This practice,in a sense,can stimulate and animate the students' sense of question-arousing without confining their imagination within the framework by their teachers, allowing for more free time and space for the students to think and to act.