The Research Of Creating Problem Situations In Physics Teaching In High School

The current society makes new demands on talent cultivation mode. The new curriculumreform standard of physics advocates diversified learning methods focusing on scientificinquiry and requires teachers to cultivate students’ spirit of innovation and practical abilityvigorously. To meet requirements of the new curriculum standard, teachers should updateeducational concepts and change teaching methods. In classroom teaching of physics,teachers should create enlightening problem situations based on students’ life experience,guide students to raise practical problems with exploring value and allow students to thinkabout problems based on existing life experience, explore problems in real problem situationsand improve their ability in specific problem application. Thus, students’ spirit of innovationand practical ability will be definitely improved.Therefore, creating problem situations appropriate for students’ exploration becomes thefirst step in classroom teaching of physics, because the creation of problem situations canarouse students’ curiosity, allow them to observe and analyze problems and finally reveal andsummarize the essence of problem. Meanwhile, it can allow students to fully express theirown opinions so as to guide them to raise good and valuable problems, inspire theirintelligence, cultivate their spirit of innovation and improve their ability and thus cultivatetheir abilities of innovative thinking and critical thought. More importantly, problemsituational teaching combines physical classroom and social practical organically and makesphysics class become closer to the reality and society and better reflect the pulse of times.Therefore, since the new curriculum reform, situational teaching has aroused wide concern ofteachers. Physics teachers constantly explore and attempt to apply situational teaching inclassroom. In recent years, with situational teaching, high school physics class has been moreinteresting than before and well promoted the comprehensive development of students.However, many problems occur in the process of new curriculum reform. Some teachersdoubt about the function of problem situational teaching and are unwilling to change theoriginal teaching mode. They follow the beaten track, resulting in tedious physics class andstudents’ low enthusiasm about study. Though positively exploring, some teachers areperplexed and unclear about characteristics and creation principles of effective problemsituation. They cannot find a way for creating an effective problem situation. Sometimes, they just create it for creation and cannot design problems appropriate for students’ explorationaccording to the teaching content. Physical problems created by them are too difficult or tooeasy, causing students’ independent study, independent exploration and cooperation andexchange etc. to be formalistic.The author analyzes, studies and evaluates problem situations created by some front-lineteachers in combination with current educational and teaching theories; organizes principlesand methods of situation creation and summarizes the role of teachers in situational teachingaccording to characteristics of these excellent problem situations based on existing researchesin combination with personal teaching practice; summarizes different approaches of problemsituation applied in different teaching contents based on personal practical teachingexperience over years under the guidance of colleagues and with the help of teachers; makesan experimental comparison in his own classes and finds that the classroom atmosphere in theexperimental class with problem situational teaching has been greatly improved and students’academic performance has improved a lot. The research shows that the integration ofprinciples and strategies of situation creation into high school physics teaching is conduciveto changing the status of classroom teaching of high school physics. This teaching methodchanges traditional teaching concepts of teachers and students and pays more attention to thelearning process and the cultivation of scientific exploration ability. It has great benefits forthe lifelong development of students.