Practical Research On The Application Of "Problem Teaching Method" In High School Physics Teaching

Under the background of the new curriculum reform,the new curriculum standards clearly point out that teachers should transform the teaching content into problems or problem situations that meet the psychological characteristics of students through the "problemization" organization of teaching content,stimulate students'interest in learning,and promote students.Independent research and cooperation and exchange.There is a match between the problem-based approach and the requirements of the new curriculum reform.At present,the research on problem teaching is mostly to study the teaching strategies of teachers to ask questions.Rarely study the teaching strategies of cultivating students' problem consciousness,neglect the mechanism and path of asking questions and constructing problems,and lack the quantitative support of strategy effectiveness.Focusing on these issues,this topic aims to improve students' academic performance,interest in learning and thinking,and improve learning outcomes.It constructs three aspects of teaching strategies related to problem teaching,which are the strategies and problems of teachers'questions in problem teaching.The strategy of enhancing students' problem awareness in teaching and the problem solving strategies in problem teaching,and carrying out teaching practice and case analysis,provide strong support for the effectiveness and operability of this research.The main contents of this paper include:First,combing and analyzing the relevant literatures of the problem teaching method,completing the literature review;analyzing relevant theories,and combining theoretical research to define related concepts and connotations.Secondly,according to the pre-test results,the current situation of students'learning effects and the problems and causes in the teaching are analyzed,and the teaching strategies of the problem-based teaching method are constructed.Third,determine the experimental class and the comparison class according to the pre-test results,apply the constructed strategy in the experimental class teaching,and complete the practical research.Fourth,the learning level of the two classes after the test,respectively,the test results of the experimental class and the comparison class,the test results before and after the experimental class,and the test results before and after the test were t-tested to verify the effectiveness of the construction strategy.Fifth,summarize the experimental results,form the research conclusions,and expand and reflect.After theoretical analysis and practical research,the following conclusions are drawn:After applying the "question teaching method" teaching strategy constructed in this paper to the experimental class,the learning effect of the experimental class and the comparison class are significantly different.The experimental class is better than the comparative class learning.effect.Explain that the "question teaching method"teaching strategy constructed in this paper is effective and operable.