Research On Teaching Strategies For Improving The Ability Of High School Students To Construct Physical Models

In the junior high school physics teaching,improving students' problem-solving ability has always been a topic of concern for senior high school teachers.In the opinion of many physics teachers,strengthening students 'dual-based(ie basic concepts and basic laws)teaching and doing a lot of exercises can improve students' ability to solve problems.However,this is not the case.Students often encounter this situation,that is,they "understand once they hear it,but cannot do it once they do it." Students have a certain degree of understanding of the concepts and laws explained by teachers.In the face of familiar physical problems,it is easy to find problem solving ideas and methods,but in the face of unfamiliar physical situations,they cannot find solutions.Breach.In fact,every physical situation has a corresponding physical model.Senior high school students only understand some common basic models,do not deeply understand the connotation of the model,lack of understanding of the physical model,and lack the ability to construct the physical model.When physical processes change slightly,or several processes are combined to form relatively unfamiliar and complex situations,students cannot transform these situations into familiar physical models,and they cannot complete the construction of physical models.In view of this actual situation,based on a large amount of literature,I have proposed the topic of "Research on Teaching Strategies to Improve the Construction of Physical Models for Senior Three Students".In the course of theoretical research,the author conducts theoretical research on"physical model","physical model",and "ability to construct physical model" by reading the literature.First,read the 2017 edition of the "High School Physics Curriculum Standards" to understand the connotation of physics core literacy,and to understand the affiliation and classification of physical models.On this basis,by reading the paper on physical models,a systematic analysis of the concepts,characteristics,and classifications of physical models is made to propose their own physical model concepts and classification standards.The author believes that the physical model is a representation of the real world.It forms idealized entities,conditions,states,and processes,which can be divided into four types of models,namely,entity models,condition models,process models,and structural models.After that,after a detailed analysis of the modeling process of American scholar David Hestenes and his student Ibrahim Halloun,he studied the modeling process of other scholars,combined with his teaching experience,proposed a six-stage modeling process,that is,creating a situation?model preparation?Build model? application model ? migration and extension model?feedback evaluation.Based on the above,the corresponding modeling capabilities are divided,that is,situation analysis capability,model selection capability,model establishment capability,model application capability,model migration and expansion capability,and feedback evaluation capability.As for the level of modeling ability,after analyzing the theory and curriculum standards of the American scholar Grossligh,the five-level scheme of the domestic scholar Wang Xi was selected.Finally,based on the information processing theory,constructivism theory,and migration theory,the basic psychology of constructing physical models is discussed,and the characteristics and basic principles of high school physics teaching are discussed to ensure the support of psychology and pedagogy.In practical research,the author selects senior high school students in his school for research,uses the physical results of a formal examination to obtain relevant data,and analyzes the current status of student modeling capabilities.After obtaining the data,the students' performances of the four classes were analyzed,and the specific status of the students' modeling ability was understood.That is,they lacked model awareness and modeling awareness,and will not use the construction model to solve practical and complex problems,and will not perform model migration And expansion.After conducting interviews and surveys with several physics teachers,the reasons for the lack of modeling ability are summarized,that is,the teaching of intensive model knowledge and modeling methods is not required,and the requirements for student modeling ability are not high.In proposing the teaching strategy,the author combined the above analysis and current situation investigation,and proposed to carry out modeling teaching in the senior physics test paper lectures.Combining teaching cases,this paper proposes some teaching strategies to improve the modeling ability of senior students in the third year,that is,to enhance the motivation of active modeling,combine different physical models and form model groups,and strengthen methods to deal with complex practical problems.I hope these contents will help the development of modeling teaching.