Analysis Of Thinking Interference Factors And Countermeasures In High School Physics Learning

I have been engaged in high school physics teaching for 7 years since graduating from university.More than 500 students have graduated from me.During the time,I have met students who have physically clashed for various reasons.The gap between students' performance is huge.Many students lose interest in physics in their freshman year and turn to study liberal arts.The reason is that many students solve physical problems only through experience and feelings,and there are many physical thinking obstacles.The main motivation makes me want to write this article is to summarize my personal teaching experience,and analyze how the thinking obstacles affecting high school students' physics learning.Through the practice of the teaching process,I recorded the teaching methods and methods that I think can be learned by other physics teachers for references.The first part of this paper mainly introduces the background of writing this article.During the 7 years of high school physics teaching,I analyze student's physics learning patterns and reading a lot of papers,and get a conclusion that the biggest obstacle encountered by high school students in physics learning is the thinking obstacles.The second part is the interpretation and definition of concepts related to physical learning thinking obstacles.It distinguishes between "pre-concept" and physics concepts;the difference between life experience and physical rules;the significance of fixed-point thinking,one-sided thinking and logical thinking,and their roles played in physics learning.In the third part the author focuses on the interference of life language and life experience in the 'pre-concept',and enumerates the use of words such as gravity and weight,velocity and speed in daily life,and how it affects physics learning.Then I analyze how bad habits of thinking-one-sided thinking,fixed thinking and logical thinking chaos-affect physical learning.Then,through the logical test the author prove that there is a positive correlation between logical thinking and physics academic performance.The fourth part is based on the above analysis,combined with their actual teaching situation,to propose countermeasures to solve the corresponding dilemma.The countermeasures are mainly proposed from the following three aspects.When learning physics knowledge,it is necessary to promote the "pre-concept" thinking to be effectively transformed into physical conceptual thinking,and strengthen the cultivation of physical thinking ability in the teaching process.In the exercise class,strengthen the cultivation of students'thinking ability.Finally,through the effectiveness test of the students' logical thinking ability and academic achievement,it is concluded that the students' logical thinking ability and achievement are improved,which proves the effectiveness of the teaching strategy.