Using "Question Chain Teaching Mode" To Improve Students' Physical Thinking Quality

In recent years.a new round of educational reform has added "core literacy" to the training objectives of students.Compared with the implementation of specific "physical concept",the training of "scientific thinking" is more challenging,and "scientific thinking" is one of the necessary characters of physical discipline,so physical discipline education needs constant exploration methods.As an effective means of classroom teaching,"questioning" has improved the traditional "cramming" teaching situation,and a large number of research and experimental data show that "question chain" as a specific way to cultivate thinking and promote the classroom has attracted more and more attention and attention,and is gradually applied in guiding teaching activities.This paper studies the current education form,reflects on the problems existing in the current classroom,and clarifies the trend of education reform and the demand background of thinking training.Through reading a large number of documents about"problem chain and thinking training" and enriching theoretical cognition,it is found that the amount of exploration for physical discipline is relatively small.Between the backward and insufficient amount of research and the urgent and necessary contradiction of demand,the author focuses on "problem chain",which has many functions and broad prospects to strengthen the research direction of this paper.After studying adolescent psychology,the art of answering questions in class and the theory of recent development zone,the author has devoted himself to self understanding,and enriched the original theories of "physical thinking","principle of question chain" and "type of question chain" with teaching examples.Using the advantages of front-line teaching,the author collected the data of students' questions in class,which is more convenient to understand the learning situation and more targeted in the design of questions;observed 20 physics classes of different classes,and found that the status quo of classroom questions,can develop strengths and avoid weaknesses,and find a breakthrough for improvement;interviewed experienced teaching and research team leaders,but also able to look far by the fence,positioning higher.After theoretical research and practical application,I designed several sets of formed "problem chain" teaching courses,with good classroom feedback.Finally,the author reflected and looked forward to the deficiencies and highlights in the whole research process,hoping to further improve the teaching quality in the future.