A Study On The Physical Problem-solving Thinking Abilities And Countermeasures

The ability to solve physical problems fully embodies senior students' competence to cope with practical problems with what has been learned in physics class.As an important part of physics teaching and learning,this problem-solving ability is a key fact to determine whether the physics teaching is efficient or not.The ethnic high school in which the author is teaching is a high school specifically for rural ethnic students in Chuxiong.So,the students are mainly rural ethnic students from Chuxiong.Based on the analysis of the big data of the unified test scores,the author found that the physical performance of ethnic middle school students is significantly lower than that of non-ethnic students in this area,which means there is a big difference between the physics problem-solving ability between the rural ethnic students and non-rural ethnic students in Chuxiong area.There are many reasons for the poor performance in solving physics problems,among which thinking ability is of great importance.In a bid to improve rural students' physical problem-solving skills,thereby reduce the gap between the physical performance gap in the tests between rural ethnic students and non-rural ethnic students,this study attempts to identify the main thinking facts of rural ethnic students while figuring out physical problems and then analyze the reasons behind these thinking facts and eventually propose some teaching measures to cope with these thinking facts.Equipped with years of experience of physics teaching,the author first decomposes the process of solving physical problems into five stages by means of literature analysis under the guidance of typical teaching theories such as constructivist learning theory,information processing theory,and meta-cognitive theory.The five stages are problem representation stage,situation analysis stage,strategy selection stage,strategy implementation stage and monitoring reflection stage.To identify the main thinking factsof rural ethnic students as a specific group while solving physical problems,the author first lists some possible thinking facts in different stages of problem-solving process and then carried out a survey among the students.By collecting and analyzing the data of the questionnaire with the help of Excel,the author clarifies that the main thinking facts of rural ethnic students include one-sided thinking obstacles,situation analysis obstacles,problems and knowledge-related obstacles,thinking stereotypes obstacles,monitoring reflection obstacles and obstacles caused by psychological factors.To figure out what contributes to these problem-solving facts,the author reads a variety of literature and analyzes from the characteristics of the rural ethnic students themselves and found the reasons are as follows.First,rural ethnic students don't have a complete physical cognitive structure;Second,the stereotypes leads to a negative transfer of knowledge;Third,the rural ethnic students' meta-cognitive level is relatively lower;Fourth,they have difficulty analyzing the physical situation;Last,they have a fear of physics.In a bid to help the students to improve the physics problem-solving abilities,the author come up with five strategies.To clarify the effects of these strategies,the author carried out a teaching practice and collected the tests' data and then analyzes the data by SPSS22.0.According to the result,the experimental class and the control class nearly have no difference before the teaching practice but have great difference after the teaching practice.In a word,the teaching strategies proposed by the author to improve the physics problem-solving thinking ability are effective.