Empirical Study Of The Physical Exercises Teaching On Senior High School Based On Problem-Solving

The physical exercises teaching is an important part of high school physics teaching. Itenables the students to consolidate, complement and extend the concepts and regulation, andconstruct the physics cognitive structure. Exercise teaching is also an initial attempt to helpstudents use physics cognitive structure to solve practical problems. However, the effect ofexercise teaching was deviated from its teaching goal. A variety of error forms appeared instudents’homework fully reflected the low target completion and teaching outcome.We took constructivist learning theory as a guide, problem solving theory as a basis, thestudents’work as a starting point. Through studying the students’work carefully, we analyzedhigh school physics teaching situation and further proposed solving strategies.In this work, physics exercise is classified to identify mistakes frequently appeared indifferent types of exercises. There are five parts in this article. In the first place, we introducedthe raise of the problems, the status, the significance and the method of the study. The secondpart is an overview of the physical problem-solving theory. The third part is the design of theresearch program. We used the exercise type allocation tables to classify the students’ work,and exercise error tables to respectively research the form of students’work. In the fourth part,we obtained and analyzed the current situation of high school physics teaching according tothe results, came up with corresponding solving strategies aiming at the problems. The fifthpart is conclusion and introspection.