On The ’’question Presupposition” Method Carried Out High School Physics Practice In Cooperative Learning Groups

In the traditional physical classroom, mainly teaching is based teachers explanation and introduction, teachers believe that this is the only way to make it.However,this kind of teaching model can not train divergent thinking of the students and have no attention paid to mobilize students learning initiative, which is no analogy to help students acquire knowledge, resulting in students’ difficulties in finding the problem and asking questions, let alone to analyze and solve problems. To change this situation and improve teaching efficiency, we must change the physical classroom teaching mode.Teaching mode under the new curriculum standard is not the traditional one.We want to reflect traditional teaching and research, to discover their strengths and weaknesses, then establish a teaching model for the new curriculum reform, and to the application and promotion in teaching.The purpose of high school physics new curriculum is to further improve the scientific literacy of all students in the implementation of programs to promote independent learning, to enable students to actively participate, willing to explore, to experiment and hard thinking. The purpose is for the students’ lifelong development, to lay the foundation for the challenges of modern society and the future. The primary task of teaching physics in the new Curriculum is not pass on ready-made knowledge to students, but rather to identify problems in the teacher’s guidance, ask questions and solve problems, and therefore change the way of students’ learn is particularly important.This paper is based on the basic concept of the new curriculum in physics teaching theory, pedagogy and psychology, combined with the research results, discuss related issues on the " problem design " to carry out the practice of high school physics group cooperative learning.And the use of "problem design" principles, cooperative learning principles and concepts of physics in high school teaching, law teaching, experimental teaching and teaching exercises active exploration and practice cases were analyzed, culminating in the related research.It consists of five parts: the first part focuses on the present situation of high school physics class, students learning status and the implementation of " problem design ",the necessity and feasibility of high school physics group cooperative learning through the questionnaire analysis method and significance. The second part is the domestic and international research on the " problem design " and the concept of cooperative learning groups were defined. The third section describes the principles and policies "problem design " and cooperative learning groups. The fourth part introduces the concept of teaching high school physics, process and results of the law practice teaching, teaching research about experimental teaching and practice exercises. Part five summarizes the findings of high school physics teaching exactly cooperative learning groups, obtained a high school physics teaching enlightenment and further research are put forward. The Practice shows that: in high school physics teaching based on the " problem design " to carry out cooperation in high school physics teaching method can mobilize the students’ enthusiasm and initiative, which helps improve students’ achievement, will help improve students to identify problems, ask questions and solve problems.