Research On The Current Situation And Strategy Of The Cultivation Of Scientific Reasoning Ability In Physics Teaching In Grade One Of High School

The 2017 version of the high school physics curriculum standard further condenses the core literacy of physics.Individual scientific reasoning ability is the core of individual scientific thinking.Cultivating students 'scientific reasoning ability and promoting the development of their scientific thinking is an important part of cultivating students' physical core literacy.The first year of senior year connects the transition of junior high school learning and thinking mode,and this period is the "golden period" for the development of students' thinking ability.Therefore,this article has carried out a series of researches on the reasoning ability of the first year students.To understand the reasoning ability of high school freshmen,and to formulate strategies to improve their reasoning ability based on the tasks of physics education and teaching,carry out teaching practice,and promote the improvement of students' scientific reasoning ability,which is of great significance to the improvement of core literacy of physics.This research adopts research methods such as text analysis,questionnaire survey method,interview method,and experimental research method,which are carried out from the following three aspects:First of all,it is the analysis of the content setting of scientific reasoning in the physics teaching of senior one.Lawson AE,based on Piaget's cognitive development stage theory,gives six dimensions of scientific reasoning ability.This article is based on this On the basis of analyzing the manifestation of various dimensions in physics learning and the specific teaching content involved in physics in the first year of high school,we find the entry point to implement the cultivation of scientific reasoning ability in the first year of physics teaching.Secondly,it is the research on the status quo of scientific reasoning ability training in physics teaching of senior one.A full-time senior middle school with a middle school academic level in Jinan City was selected.LCTSR was used as a test tool to investigate and study for high school students.From the perspective of "physics teachers",interviews with front-line physics teachers combined The performance in the scientific reasoning test,analyzing the current problems and shortcomings in the implementation of scientific reasoning training in the senior one physics teaching,and obtained the following conclusions:The development level of most students is in the stage of formal operation.The development of students' scientific reasoning ability in various dimensions is not balanced.Participants have a lot of room for development in the dimensions of hypothetical deductive reasoning,control variable reasoning and proportional reasoning.The learning environment,education experience,etc.will affect the development of students' scientific reasoning ability,but there is no significant difference in the overall evaluation performance of subjects of different genders.In the first-year physics teaching,the phenomenon of "emphasizing results and neglecting processes" in classroom teaching still exists.The effects of classroom inquiry and student experiments are not ideal.Laboratory resources are idle,students' classroom participation is low,and their thinking is not active enough.The level of mastery,understanding of the standards and the knowledge structure of teachers on "scientific reasoning" needs to be improved,and the teaching processing method of the teacher's "scientific reasoning ability" needs to be optimized.Finally,through the above survey of the status quo,summarize the problems,propose teaching strategies,and put the teaching strategies into practice,analyze the effectiveness of the teaching strategies from the dimensions of each reasoning ability of scientific reasoning,and analyze their effectiveness.And put forward feasibility suggestions for front-line physics teaching.