Study On The Application Of Problem Guiding Teaching Method In High School Physics Teaching

In order to cultivate new talent to meet the needs of social development and improve the teaching efficiency of the high school physics class, the eighth curriculum reform is in full swing since the founding of being.Among them,‘changing the tendency that the course pay much emphasis on imparting knowledge,emphasizing the formation of a pro-active attitude towards learning,guiding students to learn to study,to survive and to conduct oneself ’ is the core objective of this curriculum reform.To achieve this goal,we will require to conduct a series of changes towards all aspects of classroom teaching,such as teaching philosophy,teaching methods.On this basis,the Problem Guiding teaching method gradually attracted the attention of many educators.In this article, we conduct theoretical research and questionnaire survey towards the application of the Problem Guiding teaching method in high school physics teaching. This paper consists of five parts.The first part describes the proposed social background,research status,research content,research method, purpose and significance.The second part is the theoretical introduction part ofProblem Guiding teaching method, including related concepts and theoretical basis.The third part is the status survey section.We select the appropriate forefront of serving teachers and high school students as the object, carry on the questionnaire survey,analysis the application situation of the Problem Guiding teaching method in high school physics teaching and the problem consciousness present situation of the high school students in the process of learning physics,find the existing problems,analyze the causes and give the corresponding recommendations.The fourth part based on the above theoretical research and questionnaire surveys,combined with the specific teaching pieces,made several suggestions about the application of the Problem Guiding teaching method in high school physics classroom teaching.Firstly, investigate and understand the learning situation for the preparation of the lessons,put forward some problems that teachers should pay attention to in the process of understanding the learning situation and specific ways of learning situation.Secondly,create problem conditions and stimulate students’ thinking. In this section,we put forward the effectiveness principle,adaptiveprinciple and situational principle that teachers should adhere to in the progress of creating problems,we also introduce specific methods about the design and presentation of the problem.Thirdly,grasp the waiting time flexibly,promote students’ thinking. We introduce the American psychologist Roy’s division of the waiting time, show the effect of waiting time in improving classroom teaching efficiency. At the same time, we put forward some recommendations on grasping waiting time of varying problems.Finally,pay attention to the classroom immediate feedback and give flexible response.The fifth part is the summary section,we summarizes the conclusions of this study, reflect the limitations in the study,and look forward to the prospect of future possibilities.