Research On The Internal Essence And Training Plan Of The Capability Of Scientific Reasoning And Scientific Demonstration

The physical core quality of senior high school proposed in the new edition of the general senior high school physics curriculum standard issued in 2017 is the ability,quality and accomplishment that students should gradually develop in physics learning in senior high school,and also is the goal that teachers always focus on in the process of teaching activities."Scientific thinking" is an important dimension in the physical core quality of senior high school,and "scientific reasoning" and "scientific demonstration" are two important components of this dimension,so the research on their essence and training plan is very important.Learning psychology can analyze the internal mechanism of learning and provide the basis and support for the design and development of teaching activities which in line with the students' learning process.Therefore,learning psychology can provide certain direction for the research on "scientific reasoning" and "scientific demonstration" teaching.This study focuses on the internal essence and training plan of the "scientific reasoning" and "scientific demonstration" which are the two elements in the dimension of "scientific thinking".The main work is as follows:1.Investigation and Research on the current situation of "scientific reasoning"and "scientific demonstration" teaching in senior high school physics class: Byinterviewing the in-service teachers and investigating from three maindimensions which are the cognition and understanding,physics class designingand teaching situation as well as other aspects,we can have a knowledge aboutthe current teaching situation of "scientific reasoning" and "scientificdemonstration".2.The internal essence definition of "scientific reasoning" and "scientificdemonstration" as the elements of "scientific thinking": This part of workdistinguishes the “scientific reasoning”,“scientific demonstration” and thereasoning and demonstration existing in other dimensions of the physical corequality in senior high school,and discusses the connection and differencebetween "scientific reasoning" and "scientific demonstration" as well as thedefinition and the inner essence of "scientific reasoning" and "scientificargumentation".3.Research on the training plan of "scientific reasoning" and "scientificdemonstration": Starting from the internal essence of "scientific reasoning" and"scientific demonstration",this part of work thinks about the teaching from theperspective of learning psychology to summarize and form the basic mode oftraining plan based on teaching task analysis,and then forms multiple cases.4.The teaching experiment research of "scientific reasoning" and "scientificdemonstration" training plan: This part of work selects multiple cases to carryout actual teaching experiments,prepares test questions that can reflect theteaching objectives of reasoning and demonstration,tests the students after theteaching intervention and then compares the test results with the test results ofthe same level students who have not received the teaching intervention toanalyze and test the feasibility and the teaching effect of the training plan.The main research methods used in this study are literature research,interview,empirical research,qualitative analysis and quantitative analysis.The conclusions of this study are as follows:1.In-service teachers have some understanding of "scientific reasoning" and"scientific demonstration",but they have a vague understanding of thedistinction between them.In-service teachers generally attach great importanceto the teaching of "scientific reasoning" and "scientific argumentation" inphysics class,and attach great importance to the complete presentation of thereasoning and demonstration process in the physics class.2."Scientific reasoning" and "scientific demonstration" in the dimension of"scientific thinking" mainly refer to the reasoning and argumentation in theprocess of obtaining conclusions through theoretical analysis.Among them,"scientific reasoning" refers to the process of deducing a new judgment orconclusion from the known correct statement or judgment involved in thecontent and prerequisite of the problem,and "scientific argumentation" is theprocess of proving the correctness of an existing topic on the basis of knownand correct arguments,or putting forward a hypothesis for a problem to bestudied first,and then finding evidence to prove the correctness of thehypothesis to approach or get a conclusion.3.Based on the analysis of teaching tasks,the basic steps of developing thetraining plan of "scientific reasoning" and "scientific demonstration" are:Determining the main conclusions by writing the schema and determining thecontent;Determining the main ways to obtain the conclusions as the theoreticalanalysis way;After determining the specific research problems and researchobjects,the steps of problems solving are analyzed in detail.Based on this,thenecessary skills needed for problem-solving are determined.According to thestudents' mastery of the necessary skills,the teaching activities that supplementor consolidate the necessary skills are designed.After the determination of themethod of selecting the necessary skills,that is,the strategy of problem-solving,the teaching language and activities can be designed and the training programcan be formed.4.The results of teaching experiments show that the training plan based on theanalysis of teaching tasks can produce significant teaching effects in the wholeprocess of reasoning and demonstration,the basis of reasoning anddemonstration process and the understanding of the rules in the conclusion.