The LICC Paradigm Classroom Observation Study On Cultivating Students' Scientific Thinking Path

With the development and improvement of China's educational goals,the cultivation of students' scientific thinking has gradually attracted the attention of educators.As a discipline with strict logic,physics is integrated into almost every part of physics.In order to explore the effective ways to cultivate students' physical science thinking in high school physics teaching,The author organizes and reads literature and relevant theories about classroom observations,It is found that the observation of the LICC paradigm classroom has the characteristics of clear observation purpose and professional operation standard compared with the traditional listening and evaluating courses.Therefore,the author will adopt the LICC paradigm to observe the physics classroom and explore how high school physics teachers can cultivate students' scientific thinking.The classroom observation of the LICC paradigm deconstructs the classroom into 4dimensions,20 perspectives,and 68 observation points.First,based on the research theme,the author determined the observation dimensions and perspectives of this study.These are the "transformation","presentation","dialogue","guidance" perspective in the "teacher teaching" dimension,the "achievement" perspective in the "student learning" dimension and the "goal" perspective in the "course nature" dimension.Then,by sorting out a large number of documents and linking the relevant characteristics of physical science thinking,the observation points under various perspectives are refined to form three scales:Links,presentation scales,dialogues,guidance scales,and goal and achievement scales.Finally,the author designed an outline-style pre-and post-class interview to communicate more in-depth with the instructor,so that objective scales and subjective questions and answers were combined to improve the comprehensiveness of research.In practice,the scale and questions are revised repeatedly to improve the scientificity and reliability of the scale.During my internship in a key middle school in Guangxi,the author selected two representative teachers to conduct classroom observations for more than 30 sessions,and used the scales and questions prepared to observe records and interview records.In this article,inorder to present a detailed implementation process and summarize views,the author chooses Newton's first law as a representative case for detailed analysis.In the end,the results of this study are as follows:1.Provide methods for teachers to independently develop the LICC paradigm classroom observation scale in the future.And compiled three observation scales with certain scientific reliability.Using this scale,you can analyze the current status and differences of physics teachers 'cultivation of students' scientific thinking to a certain extent,provide targeted suggestions,and promote the professional development of teachers.2.Through the classroom observation of the LICC paradigm,compare the differences between the two teachers in scientific thinking training,and analyze and draw teaching suggestions to promote students' physical science thinking:In terms of the classroom,teachers should emphasize knowledge construction and thinking logic.In terms of presentation methods,it is necessary to choose a variety of means to assist the generation of scientific thinking.In terms of dialogue and guidance,we should carefully design problems and deepen scientific thinking.In terms of goal design,it should reflect the characteristics of scientific thinking.In reaching inspection,students' thinking should be visible.