Analyze And Practice Research On Cultivating Students' Scientific Reasoning Ability In Middle School Physics Teaching

We are living in the time of rapid development of education and technology,the competition between countries is the competition of talents----the people who have prominent ability.While the level of national scientific inferential capability reflects the comprehensive personal quality.From some researches,the knowledge storage of American students are weaker than Chinese students',while their scientific inferential ability are superior,which is a worthwhile question.Thus,the cultivation of students shouldn't be limited into the knowledge aspect,but intended to the cultivation of the ability.However,what is the most influential factor of Chinese students' inferential ability?It needs more deeper research.Scientific inferential ability is an indispensable capacity of cultivating highly-competent people,which has been concerned by scholars of educational area since 1960s.Scholars have made a great number of scales to measure the level of students' scientific inferential ability.Based on foreign scholars' methods,domestic researchers have tested students in some region,and compared the differences of the students' scientific inferential ability.Due to the high popularity,comprehensive content and the high validity of the Lawson scale,this study has used the Lawson scale to measure the students in different regions,different grades and different classes.What's more,the Excel software is also used to analysis the statistical data.Finally,deep analysis is conducted by the classroom records.(1)There is no correlation of the students' gender and knowledge storage on their scientific inferential abilities.Depending on the learning process.(2)With the growth of the grade of students,their scientific inferential abilities in each dimension are also developed,but it is not balanced.(3)No matter from the teaching method or teaching mode,only by improving the initiative of students,let students experience the process of scientific inquiry,students'scientific reasoning ability can be improved obviously.The author has analyzed from the aspect of teaching mode,teaching methods,teaching conditions and other aspects and find that the improvement of students'scientific inferential abilities is not due to the storage of knowledge,but depends on the process of classroom learning.The author also finds that only when the students behave autonomously in the classroom,and experience the process of scientific inquiry,their learning abilities can be improved.What's more,the inquiry content should be comprehensive,otherwise,students scientific inferential abilities may be not balanced in each dimension.The author has put forward some constructive suggestions according to the existing problems,which is intended to provide teachers some workable suggestions and help improve middle school students' scientific inferential abilities.What's more,the author also hope to provide a reference direction for the future research.