Application Research On Problem-based-learning On Physics Teaching In High School

With the continuous development of society,it requires the school education to cultivate comprehensive talents who meet the need of the social development and puts forward higher requirements for education.Our country formulates policies about educational reform.to promote constantly the curriculum reform.For teachers,teaching concept and teaching method should keep pace with the times to meet the needs of the students' development;But the method that teacher gives lecture and students listen to it is still subject status.The “problem-based-learning” confroms to the current trend of the ongoing curriculum reform in our country and meet the needs of the students' development.Thus,the author selected “problem-based-learning” as t research topic.In this study,a large number of related literature has been studied to analyze the research background of “problem-based-learning”,It defines the relevant concepts and finds the theoretical basis of this study;This paper analyzes the characteristics of the main elements and the characteristics about the teaching strategy;Based on the classroom teaching,the principles and processes of applying this strategy has been sorted out.Through case-study methods,“problem-based-learning” has been applied into the teaching practices,respectively in concept teaching,regulation application and experiment teaching,according to the situation of using,the study has concluded as followings:(1)In these three kinds of classes,the strategy can be used to stimulate student interest,improve initiative motivation and class participation;it is efficient in training students' awareness of finding and the ability of analyzing problems,It also reflects students' subjectivity clearly and the strategy contributes to the changes of students' learning methods and the enhancement of students' comprehensive ability.In addition,it enriches the teaching activities and make the class atmosphere become easy.(2)But it also has some questions.the effects of applying the strategy is easy to be influenced by the class time,the teacher's ability and teaching habits;the fact that teachers and students pay attention to the result rather than the process will affect the implementation of the strategy;Used in the experiment teaching,the analysis of students' experimental ability is difficult;This strategy tends to require higher learning ability,which is easy to increase the learning burden of underachievers.According to the research conclusions,the author puts forward the suggestion of using the strategy: First,pre-class preparation should be sufficient;Second,teaching link should be,the problem should be appropriately created and in a proper amount;Third,teachers should be more concerned about the underachievers and the students who are not positive;Fourth,teachers should be more concerned about the thinking process and wrong thinking must not be overlooked Fifth,the teacher should participate in the discussion rather than replace the students' thinking.