Scaffolding Teaching Is Used To Cultivate The Practical Exploration Of Physics Problem-solving Ability Of High School Students

In recent years,there are many researches on Scaffolding Teaching and problem-solving ability,but the combination of them is not rich enough.Therefore,this article wants to introduce the Scaffolding Teaching into the high school physics teaching to cultivate the students' physics problem-solving ability.On the basis of a large number of literature reading,under the guidance of the theory of constructivism and the zone of proximal development,I first made a theoretical analysis of the Scaffolding Teaching,physics problem-solving ability and the research status of these two aspects at home and abroad.In order to make sure that Scaffolding Teaching can really cultivate senior high school students' ability of solving physics problems and it's importance today.Secondly,analyzed the answers to the entrance examination papers of the first year freshmen in High School Affiliated to Nanjing Normal University(Jiangning branch)and interviewed Senior Two students randomly.Through the comparative analysis of the two aspects,we get the following conclusions:(1)The students in this school have strong interest in physics and take a serious attitude.(2)The students' diversity of solving methods is scarce in the school.(3)The students' ability to solve problems in many aspects is insufficient.(4)The students' ability to check and reflect on the school needs to be improved urgently.Then according to the specific situation of senior one students,I carry out the study design of teaching.The principles of Scaffolding Teaching to cultivate students' ability to solve physical problems including the principle of equality,subjectivity and dynamic fading are proposed.I also discussed the teaching structure of Scaffolding Teaching to train senior one students' physical problem-solving ability:()Self promotion,clear problem solving method.(2)Overall perception to ensure teaching in the zone of proximal development.(3)Open communication and change the relationship between the traditional teachers and students.(4)Build scaffolds to cultivate students' ability of solving problems.(5)Feedback regulation and perfect the evaluation mechanism reasonably.Finally,the preliminary practice is carried out in accordance with the existing conditions,I sunmarized the results of practice,and reconsidered the shortcomings of this research.