Instructional Design And Practice Of "Interaction" Chapter In High School Physics Based On Problem-based Teaching

In the context of a new round of curriculum reform and the reform of the college entrance examination system,the research and study of physics teaching methods in high schools are constantly being carried out.The problem teaching method is based on the students,the teachers are the leading,and the students are the fundamental teaching methods.It is also a method to inspire students to actively participate in learning and inquiry.The problem teaching method has a long history,and the germination of theoretical thought can be traced back to the educational thought of Confucius,an ancient Chinese educational pioneer.With the development and implementation of the new curriculum reform,its advantages have become increasingly prominent,and it has become an important means to get rid of the disadvantages of traditional conventional teaching.Therefore,it has been valued by more educational scholars and teachers,and its theoretical connotation and practical experience are also constantly enriched.The problem teaching method is more and more widely used in teaching activities,but how to apply the "problem teaching method" in teaching still has many problems to study.Based on the current situation of physics teaching in senior one,this topic combines the theory and practice of problem teaching method.Through the chapter of "Interaction",it discusses the teaching model and teaching effect of problem teaching method in high school physics.Mechanics is the basic part of physics.The "Interaction" chapter in the high school physics(compulsory one)of the People's Education Edition is the basis of the high school mechanics.It plays a very important role in high school physics teaching and examinations.It has always been teaching The main difficulty.In this paper,the questionnaire survey is used to investigate the learning attitude and situation of the physics subjects of senior one students and the way teachers take classes,and the subject of the research content and the object of practical research are determined.Then on the basis of discussing the basic theory of problem teaching method,using its basic theories and methods to combine the teaching content and the characteristics of the practice object,the teaching design is carried out,and the new teaching design isapplied to the specific teaching.Through testing and comparative interviews between the experimental class and the control class,the results show that this teaching model is effective for improving the core physical literacy of students,which is specifically manifested in the following aspects: In the dimension of physics concept,the students in the experimental class The memory of laws and knowledge points is more accurate,and physical knowledge can be used to explain the actual phenomena and problems in daily life;in the dimension of experimental inquiry,the students in the experimental class show a stronger desire to explore and stronger practical ability in experimental design;In the dimension of scientific attitude and responsibility,the interest of students in the experimental class in physics learning is significantly higher than that in the control class,and the initiative of physics learning is significantly improved;in the dimension of scientific thinking,the students in the experimental class have a stronger ability of summarization and induction And independent thinking skills.At the end of the thesis,a summary of the research is conducted,and the shortcomings of this research are also reflected.