Dynamic Cognitive Structure Of Learning Mechanics In Senior High School Students

?General physics curriculum standard(Experiment)? in the curriculum objective proposed train students' ability to analyze and solve problems but in the process of review found that although senior middle school students have accumulated a great deal of knowledge about their physics,but students fell it is difficult after a slight change in the form of examination of certain knowledge,Students often make mistakes in the tested knowledge The physics curriculum indicates that high school physics curriculum evaluation should reflect the intrinsic incentive function and diagnostic function of evaluation,promote students' development,teachers' improvement and teaching practice.But in the actual teaching,the teacher's evaluation method is unitary,There is no very accurate judgement on students' shortcomings in solving physical problems,therefore,the problems of some students are not solved at last,which leads to the problem that the learning efficiency can not be improved.This paper studies the dynamic process of students' problem solving from the perspective of cognitive structure theory,it points out the shortcomings of students in solving physical problems and gives some suggestions.Based on the comprehensive literature,this paper first defines the concepts of cognitive structure and physical cognitive structure,Selecting cognitive process analysis method is the main research method of this thesis,and based on the ?curriculum standard?,With the help of the middle school teacher,four classical mechanics questions were chosen for the study,after determining the physical problem solving method,construct the standard state attribute relation model,constructing standard cognitive process model,cognitive process model is set according to the questionnaire of four links make the questionnaire.Then,the mechanical cognition level of senior three students is investigated.First,the subjects of physical cognitive structure of the information storage group is good,but a small part of the students is not a solid basis,some of the cognitive mapping is not complete;second,students have some doubts on the concepts and methods in the review,Sometimes there is conceptual conflict;Third,students' ability to classify knowledge is not enough,the degree of ordering needs to be improved;Fourth,students do not have a strong sense of setting up equations,problem solving skills need to be improved;Fifth,the students lack a summary of the problem-solving methods,the direction of the problem is not enough;Sixth,cognitive mapping,cognitive manipulation and cognitive monitoring are unbalanced.According to the conclusion,the following teaching suggestions are put forward:(1)Consolidate the foundation and strengthen cognitive mapping;(2)Dispel doubts and improve the stability of ideas;(3)Sorting out knowledge and improving the effectiveness of selection;(4)Training skills and improving operation efficiency;(5)Summing up experience in time and improving directional prediction;(6)Cultivating comprehensive ability to pro-mote the simultaneous development of students' cognitive ability.