Open-ended Questions In The Secondary School Physics Education Research

Exercises teaching is an important part of high school physics teaching, usually the exercises which is adopted by traditional exercises teaching is the close-ended problem that the terms are maturity and the answer is one and only. However in regard of educational function close-ended problem has shortcomings that its own can not overcome, and can not realize teaching goals which is under the guidance of the modern educational concept, so it is necessary to import into the teaching, in order to meet the shortfall of the close-ended problem.Through revealing the shortcomings of close-ended problem, this research advocates to import open-ended problem into the physics teaching. In the domain of physics teaching open-ended problem is still a'new thing', and has not been deeply researched yet. This research try to make a wholly study of open-ended problem from the two aspects of theory and practice. This thesis is composed of six chapters.The first chapter discusses why the issue is raised. In the study of basic theory this research reviews the research about open-ended problem, and reviews the research status of open-ended problem in the domain of mathematics and physics.In the second chapter, this research makes a study of open-ended problem in the view of constructivism and psychology of problem solving.The third chapter is the theory study, we give the definition of open-ended problem, and makes a study of physics open-ended problem associated with the character of physics, and then analyses the five characters of open-ended problem: lack of terms; not only one answer; problem solving needs to explore exhale and create; the jumping-off of the problem is low and it can be studied deeply; personality answer. Then we discuss the educational value of open-ended problem which is determined by the characters of open-ended problem. Then associated with the characters of open-ended problem and the need of practical teaching we promote several ways of the proposition of open-ended problem, then propose three ways of open-ended problem teaching. At last we discuss the position of open-ended problem in teaching: as exercise, text or problem. The forth chapter is the part of practical study. Our study includes two ways of open-ended problem teaching: exercises and special topic discussing. We focus on the study of special topic discussing, and perfect the Flanders Interaction Analysis System which is fit for modern physics class to analysis the case.In the fifth chapter, we propose several advices of open-ended problem teaching that is based on the practical study.In the last chapter, we discuss the limitation of this study, and make an expectation of this study.