High School Physics Problem Representation And Its Implications For Teaching

The theme of the researching project lies in making a study of the representation difference in the course of problem-solving of senior school students theoretically and practically, along with the experimental study under the teaching in the nomal condition.Problem representation is the core of the problem-solving.This article draws a conclusion of the achievements made by lots of researchers in this field and also put forward the educational Junction and meaning in improving the students'ability to solve problems.The part of experimental research marks a study of the representation stages experienced by both the top students and the slow students in solving their physics problems and analyses the diversity of the problem-solving representation between them.The system was assumed to consist of four stages of representations as people solve a physics problem, that is, literal, na(?)ve, physics and mathmatics.Furthermore, the system of representation has the "dynamic" feature, showing the development of four representations, and the "static" feature, expressing problem solves' behavior in one of the stages.The chapter of the experimental study focuses on how to improve the students'representation ability by developing their representation level and causing their tranference of their representation roles.The teaching strategy is put forward .First, the teaching strategy by presenting their mind thinking. Second, the training of the students'representation habit.Third, teaching by giving worked examples.Fourth, exercises teaching by adding and presenting original physics models.Lastly, conducting and instructing the problem-solving method in the teaching.