Research On Physical Problem Solving Based On Text Information Interpretation Ability

Some scholars have found that the presentation of problems,problem scenarios and problem structures have a crucial impact on the solution of problems.In middle school physics teaching,most of the physical problems are presented through textual information.Students who want to solve physical problems cannot do without the interpretation of text information.For educators,studying the development of students' interpretation of textual information is one aspect of improving their ability to solve physical problems.Based on the previous research,this paper defines the ability of text information interpretation.Referring to the assessment of problem solving ability of PISA2003,the text information interpretation ability was divided into four dimensions and five levels according to the four dimensions.Using the case study method,this paper selects the students in grade one of a middle school in ji nan as the subjects,and studies the students' ability of text information interpretation with the self-compiled text information interpretation level test paper.Through the auxiliary analysis of eye movement data,discussed the information processing mechanism of students with double difficulty,students with physical difficulty and students with excellent academic performance in the face of different types of physical problems.The conclusions are as follows:1.The level of text information interpretation is consistent with the ability to solve physical problems.Through the questionnaire analysis of students,we find that students with high level of text information interpretation are also generally on the high side of physical problem solving ability.2.There were significant differences in the level of text information interpretation among different types of students,with excellent students being higher than students with physical disability and students with physical disability being higher than students with double disability.3.There are significant differences in the level of text information interpretation among different types of physical problems,and text information questions are higher than image information questions.4.There were significant differences in the eye movement patterns in the process of reading different types of physical problems among students with physical disability,students with double disability and students with excellent academic performance.The fixation frequency of students with double disability was greater than that of students with physical disability and students with excellent academic performance.For students of different levels,the researchers made attribution analysis of the types of errors in the process of problem solving and gave corresponding teaching Suggestions.1.Teachers should pay attention to teaching students according to their aptitude.Due to the sequence and imbalance of students' physical and mental development characteristics,different coping policies should be adopted for different types of students,and the difficulty of homework setting should also be differentiated.2.The introduction of new lessons to contact the actual life.Before students learn a new lesson,it is not a blank sheet of paper.Teachers should introduce teaching from students' direct experience.3.In the explanation of recitation class,students should be given time to respond,and be led to start from reading the questions.In case of key problems,heuristic teaching method should be adopted to induce students to understand the physical meaning reflected by this sentence,and the wrong way of thinking should be abandoned.4.We should be good at using teaching evaluation.Students can correct each other's homework and solve each other's problems.Competition among peers can stimulate students' thirst for knowledge and greatly improve their subjective initiative.At the same time,teachers can timely adjust teaching strategies and improve teaching quality according to the feedback from students.