High School Physics Teaching On The Cultivation Of Students’ Ability In Question

From Confucius’ heuristic teaching to follow the "not angry not rev, notunable to express or explain oneself not hair" to the Socratic question-and-answerteaching mode, question consciousness in high school physics teaching and researchhave existed for a long time. Educators pay much attention to the cultivation ofstudents ability to question, because the question ability enhancement means that theimprovement of thinking ability, innovation ability of development, the progress oftheir own autonomous consciousness. New curriculum reform in China starts from2002. Earth-shaking changes have taken place in China’s education. The originalteaching type and teaching mode haven’t applied to students’ physiological andpsychological development now. Now we advocate "take the student as the center,highlight the dominant position of students in teaching". To improve the cultivationof students’ ability in question is to build the students’ ability of independent thinkingability and logical analysis, is the foundation of the innovation ability, is the key toreflect the subject status of students in teaching. Only students themselves formindependent consciousness, learn from books and teachers and question tothemselves can they break through limitations on thinking, break through the boxand be on the road to success.In this article, through high school physics teaching and the analysis of thetheoretical foundation for the cultivation of students’ ability to question, it fullydemonstrated the necessity of project implementation. Through during graduateinternship experience, combined with the substitute teachers as a semester in a betterphysical deeply understand, at the same time, through to the students of high schoolphysics students questions ability questionnaire and interview survey of teachers,discusses the high school physics teaching of middle school students to ask questionsafter comprehensive analysis ability need to make some changes from the followingfour aspects: first, the student’s own knowledge accumulation; Second, students questions place; Third, the students questions level; Fourth, the students questions.With the help of colleagues, we combined the three regular education students inChengdu’s38school, implemented for up to three months of high school physicsteaching of middle school students’ ability training plan to ask a question. Trainingprograms are: first, based on the students mastering knowledge, through to the chainbetween the old and new knowledge; Second, question form method-for students toask questions ability linking; Third, the experimental method, in order to enhance thestudents’ ability to ask questions in high school physics teaching. Fourth, rewardsand punishments points deducted autonomy law, cultivate students’ ability to askquestions. After three months, through interview and questionnaire survey, this paperdiscusses the scheme after receive the results.In the end, as a result of the limitation of the author their own knowledge andability, the paper is not perfect, the thesis studies the reflection is needed. The authorhopes that the paper can lead colleagues engaged in the research work.