The Exploration Of Problem-driven Cooperative Learning To Cultivate Junior Middle School Students' Ability To Solve Physical Problems

Problem-driven teaching and cooperative learning methods are widely used in teaching to train students to achieve intellectual and non-intellectual goals.At the same time,social requirements,curriculum needs,and student development needs prove that it is necessary to train students' problem-solving ability and cooperative ability.Therefore,we tried to explore the role of cultivating junior middle school students' physical problem solving ability on the basis of integrating the two teaching methods.Firstly,the author reviews the literature on problem-driven teaching,cooperative learning,and problem-solving research at home and abroad.After extensively collecting materials and reading literature,combined with the characteristics of the junior middle school physics discipline,taking students as the main part,this paper defines the concept of students' physics problem-solving ability and the problem-driven cooperative learning mode which aims to cultivate students' physics problem-solving ability.We tried our best to perfect the theoretical research of the model,including the general steps of its implementation in physics teaching and characteristics,and proposed seven principles for implementing the model and four characteristics of the curriculum content which suitable for the model.Secondly,the author investigated the physical problem solving ability of junior middle school students in a middle school in Chongqing and the attitudes of teachers and students to the problem-driven cooperative learning model through questionnaires and interviews.The results show that:(1)the students in the second year of the school are interested in physics,but the ductility is weak;(2)the students have a strong sense of cooperation,of which there is more student-student cooperation and lessteacher-student cooperation;(3)teachers have a strong sense of cultivating students' ability to solve physical problems,but it is not enough to implement them;(4)students are weak in solving physical problems,among which they are better at understanding,identifying,and representing physical problems but weaker in mathematical calculations and critical questions when solving problems;(5)most students and teachers support this model.Finally,combining the current situation of students' physical problem solving ability,the author designed corresponding teaching according to the proposed principles and the characteristics of implementation content,and applied it to teaching experiments.By the end of the experiment,the students in the experimental class and the control class were tested with the physical problem-solving ability test paper composed of the original physical problems.The marking of test paper is based on four dimensions of scoring criteria,including understanding,recognition,expression and physical problem-solving.Combining post-test scores,student interviews,and physics cooperative learning evaluation forms to analyze students' physical problem solving ability,cooperation ability,problem awareness,and learning interest,we can draw conclusions:(1)This mode has a certain effect on the cultivation of physics problem solving ability of junior high school students,but it has different effects on students of different levels.Among them,the impact on average student and poor student is larger,and the impact on top students is slightly smaller.(2)This model plays a positive role in cultivating students' learning enthusiasm,learning interest,problem awareness,and cooperation and communication skills.But we know that the cultivation of physical problem-solving ability will not happen overnight,and it will take a long time to practice teaching.In addition,this model can be extended to preview,experimental teaching,after-class review,and extra-curricular development.Therefore,there are still many deficiencies in this research,and it is expected to continue to improve in the future.