Research On Cultivating Students' Scientific Reasoning Ability In Senior Middle School Physics Situation Teaching

The development experience of human civilization tells us that innovation is the fundamental driving force for better and faster development.Innovation requires the courage to break the rules,and more importantly,reasoning.Scientific reasoning ability,as an important component of the scientific thinking curriculum objective in the core literacy of physics,is the basis for innovation and creativity.With the continuous deepening of the new curriculum concept,scientific reasoning ability has been widely valued by the science curriculum.However,many surveys on the scientific reasoning ability of middle school students and freshmen in China show that the development of students' scientific reasoning ability is not ideal.It can be seen that the cultivation of scientific reasoning ability of middle school students and even college students in China has a long way to go.To this end,the study first sorted out the relevant theories of situational teaching and found that teaching that attaches importance to classroom and problematic situations can effectively promote the development of students' thinking ability.The literature research on the theory of scientific reasoning ability was found,and it was found that the scientific reasoning ability can be refined into multiple dimensions according to different thinking forms.Combining the characteristics of physical learning,the six dimensions of conservation reasoning,proportional reasoning,control variable reasoning,probability reasoning,correlation reasoning,and hypothetical deductive reasoning are analyzed one by one.Through the preliminary theoretical preparations,the student's reasoning ability in simple problem solving is tested with the help of the LCTSR 2000 measurement tool to analyze the actual level of scientific reasoning ability of students.With reference to the LCTSR 2000 measurement tool,the content of chapters on physical force,motion,and energy in high school was selected to develop a reasoning test for complex problem solving to analyze students' situational cognition and theoretical application ability in the inference process.The data were analyzed with the help ofExcel software and SPSS software,and the conclusions are as follows.First,the overall performance of the test subject's reasoning ability in simple and complex problem solving conforms to a normal distribution,but the reasoning ability in complex problem solving is obviously inferior to the reasoning ability in simple problem solving;secondly,reasoning in simple and complex problem solving In the comparison of the dimensions of the capability survey,it is found that the difference between the dimensions of conservation reasoning and hypothetical deductive reasoning is the largest.Again,the survey shows that the gender difference in reasoning ability in simple and complex problem solving is not obvious,but the distribution of girls' reasoning ability in complex problem solving is relatively discrete.Through the analysis of the measurement results,it was found that the students' scientific reasoning ability was not fully exerted in the physical problem solving.This shows that students 'lack of ability to apply problem cognition and physics subject theory in the process of reasoning also reflects that there are still many deficiencies in the cultivation of students' scientific reasoning ability in physics teaching.Finally,based on the comprehensive analysis of survey data and the guidance of related theories,five context teaching strategies for the purpose of cultivating scientific reasoning ability are proposed,which are to create conceptual situations for discrimination and analysis,and to promote the development of conservation reasoning ability;to create a situation that raises questions and cultivate hypothetical deductive reasoning Ability;Optimize the logic of reasoning situation and promote the scientific improvement of reasoning skills;Design simple to complex situations to advance the reasoning thinking smoothly;make good use of life situations to refine knowledge and consolidate the knowledge base of reasoning thinking.It is hoped to provide reference for the teaching of cultivating students' scientific reasoning ability.