Study On The Evaluation And Cultivation Strategy Of High School Students' Thinking Ability In Physical Science

To promote the core literacy of disciplines has become a vital task as the New curriculum reform's carried out in China.The general high school physics curriculum standards(2017 edition)takes the scientific thinking in the coverage of core literacy of physics discipline.The science thinking will have a profound influence on the learning of various subjects in senior high school and the ability to deal with complex problems in students' future life.This research aims to take students' scientific thinking ability as the main line of research.Firstly,the literature review method is used to sort out the relevant research theories of scientific thinking,clarify the concept of scientific thinking,and lay a theoretical foundation for studying the current status of scientific thinking among high school students.Then,based on the "four cornerstones" model,the scientific thinking ability measurement scale is developed according to the Rasch model in the project response theory,and the quality of the scale is tested with Winsteps software.Secondly,a questionnaire survey is conducted among 120 high school students and 25 physics teachers in a middle school of Kaifeng city to understand the current status and problems of students' scientific thinking ability.Finally,the author puts forward some teaching strategies to improve students' scientific thinking ability in physics teaching.The specific research is as follows:1.Through the study of domestic and foreign literature related to scientific thinking,the author combines the characteristics of physics and expounds the importance of cultivating students' scientific thinking ability.2.According to the prepared scientific thinking ability measurement questionnaires,the current status of scientific thinking development of high school students is as follows:(1)High school students' scientific thinking ability shows a normal distribution trend,and most students are at the intermediate level.On the whole,the scientific thinking level of middle school students is not too high,and most of them stay at the level of learning physics and have not formed their own thinking ability.(2)There is a significant difference in the level of scientific thinking among students in different grades,and the scientific thinking ability of students in grade two is better than that in grade one.(3)There is a significant difference in thelevel of scientific thinking among students of different genders,and the scientific thinking ability of boys is better than that of girls.(4)In four dimensions,the ability to question and innovate is significantly lower.The model construction,scientific reasoning,and scientific argumentation of the second grade are superior to those of the first grade.Among them,the scientific demonstration ability shows obvious differences.(5)Regardless of the first or second grade,students' scientific thinking level and physics knowledge have a positive correlation,and the correlation is strong.3.The following conclusions are drawn from the investigation of the teachers' teaching status,their own understanding of scientific thinking,the cultivation of students' scientific thinking and the difficulties encountered in the cultivation of scientific thinking: At present,teachers have a certain understanding of the knowledge related to scientific thinking,but some of them do not realize the importance of cultivating students' scientific thinking ability;Although most teachers usually pay attention to the development of students 'scientific thinking literacy,the development of students' scientific thinking ability is not ideal due to various obstacles caused by the current test-oriented education and the pressure of further education.4.Based on the current situation of the development of scientific thinking in senior high school students and the problems in the training process,this research puts forward the strategies of cultivating students' scientific thinking ability from the aspects of teachers themselves and teaching: In terms of teachers,they can increase their own knowledge reserves and enhance scientific literacy training awareness;organize research and teaching communities and ensure the input of teaching strategies;combine the teaching of knowledge with the cultivation of thinking,transform the teaching method;self-reflection after class,summing up the experience of finding gaps.In terms of teaching,we can promote the development of students' scientific thinking ability based on four teaching methods: PBL teaching,mind map teaching,history of physics teaching,and original physics problem exercise teaching.