Research About The Ability Difference Of Solving New Physics Problems Based On Schema Theory Among High School Students

From my practical teaching experience for years, I’ve discovered many problems among students when they encounter new physics problems. For example, they fail to enter situational contexts rapidly and identify the features correctly, which leads to their disability of establishing effective physical models and their shorts of rapid solution strategies. Such kinds of problems are particularly evident when new problems occur in large exams such as regional examination, research examination and college entrance examination.This essay focuses on the research about problems that high school students meet while dealing with new physics problems. From the perspective of psychological problem representation and problem pattern, the paper attempts to reveal the deep-rooted reasons by the way of analyzing different students’thoughts, blind spots in thoughts and misunderstanding which are reflected on their written homework, depending on relative problem-solving study in cognitive psychology and schema theory.According to the analysis of blind spots in thoughts and different problem-solving solution, outdated teaching modes will be reformed and teaching strategies will be adjusted and improved, making students study in the following way during the course of problem solving. Firstly, students settle samples by themselves, or teachers model by breaking down procedures, and then offer students guidance to practice, analyze and conclude problems by variants and establish problem schema. Teachers should rely on the basis of study theory, which contributes to the construction of instructional design theory about problem-solving and realization of development of prescriptional problem-solving instructional design modes and technologies. In this manner, students’ system of knowledge and problem schema managed to be built, and they can also establish problem representation correctly and actively when coming up against new problem contexts. Eventually, their speed of solving new physics problems will be accelerated and classroom teaching efficiency improved by schema theory.The research about this subject is an application of cognitive psychology theory in physical problem solving. Theoretically, it helps to enrich the theoretical results of cognitive psychology application and new curriculum innovation of physical teaching. Practically, it can be combined with teaching, helping students comb their newly-learnt physical models and methods they ought to master and enrich their schema organization in mind. Thus, their ability of identifying certain type of problems and problem-solving efficiency will be optimized.