Research On Physics Problem-solving Teaching Practice Strategy In High School

In the fields of psychology and education, research on problem-solving has always been a hot spot, domestically and internationally. In the recently 30 years, it has caught tremendous interest of researchers in different subjects. Considerable progresses have been made in mathematics and chemistry. In physics, the related theory has also been improved steadily. In high school physics teaching practice, problem-solving plays a significant role. Improving students'ability to solving problems is not only a requirement of New Curriculum, but the principle purpose of high school physics teaching as well. However, in practical teaching, many teachers still perform inappropriately. They are lack of problem-solving theory and even apply the exercises-stuffed teaching method, instead, resulting in students'repulsive feeling on physics as well as difficulties in analyzing and solving specific physics problems based on physical concepts and laws.The purpose of this thesis is to provide insight on the problems mentioned above in order to improve the efficiency of physics teaching and subsequently, improve students'ability to solving problems in physics. Based on the research into a large amount of literature and survey materials, we carried out a survey among high school teachers and students in the Northeast, Northwest and Southeast of China, in order to analyze current situation of problem-solving in physics teaching using psychological and educational theories. Based on the survey result, we analyzed the existing problems in problem-solving practice from perspectives of teachers'teaching rationales and methods as well as students'studying motivation and psycho-dynamics. Furthermore, combining with specific cases, we proposed principles that should be followed during the physics problem-solving teaching practice, which served as the foundation of physics problem-solving teaching strategies. Finally, we proposed specific teaching strategies: (A) Teaching strategies on creating problems: (a) questioning during guiding, (b) questioning during introduction, (c) progressive questioning, leading questioning, analogical questioning. (B) Teaching strategies during physics problem-solving teaching practice: (a) strategy on showing problems diversely, (b) strategy on exploring teaching, (c) strategy on analogical teaching, (d) strategy on separate complicated problems, (e) coordination and feedback teaching. (C) Strategies on evaluation and reflection.