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Research On Logical Physical Thinking Obstacles And Teaching Strategies Of High School Students

Posted on:2020-10-09Degree:MasterType:Thesis
Country:ChinaCandidate:F YangFull Text:PDF
GTID:2437330575960627Subject:Education
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The new round of curriculum reform puts forward that we should pay attention to cultivating students' core qualities.However scientific thinking is the main content of the core accomplishment of physics.However,the formation of scientific thinking is inseparable from the logical thinking process and the improvement of logical thinking ability.As a basic natural science,physics is indispensable for the improvement of students' logical thinking ability and the formation of scientific thinking.Because of this,learning physics well requires students to have a higher level of logical thinking,which makes it inevitable that students of senior one with a lower level of logical thinking will encounter many logical thinking obstacles in physics learning.Based on this,this study aims to provide some reference value for a front-line teacher to solve the logical-thinking disorder existing in students' physics learning by conducting a practical investigation on the logical-thinking disorder of senior high school students and proposing relevant teaching strategies on this basis.First of all,through a large number of literature reading and their own teaching practice,the author summarizes the logical physical thinking barriers of senior high school students in the field of physics concepts,laws and experimental learning of physics,and summarizes ten common thinking barriers of students.On this basis,the author weaves a questionnaire about the current situation of logical physical thinking of senior high school students,and conducts an empirical survey on the current situation of logical physical thinking of senior high school students.Then,from the subjective and objective perspectives,the author made a practical investigation and analysis of the factors that affected the formation of students' logical physical thinking barriers.It mainly includes: students' logical thinking level,thinking mode,teachers and textbooks and other four factors.On the basis of the above survey,based on the analysis of the empirical survey results,the author puts forward teaching strategies in three aspects: physical concept,physical law and problem solving.Finally,in order to verify the effectiveness and feasibility of teaching strategies,the author also conducted education practical research on two classes of senior one in a high school with no significant difference in academic performance and logical thinking level by means of the practice of comparison class and experimental class.The main content is that the author designed a teaching design of physics concept course and physics law course based on the relevant teaching strategies proposed above,and carried out teaching practice in the experimental class for a total of two and a half months.After that,the author tested the two classes of students through a test paper for logical-thinking disorder.Through the difference analysis and relevant qualitative analysis of the scores of the two classes of students,the author tested the practical effect of the strategy.The last chapter mainly reflects on the deficiencies and shortcomings of the research,and at the same time,prospects and significance of the research are also discussed.
Keywords/Search Tags:physical thinking, Logical physical thinking disorder, Logical thinking, Physical concepts, Problem solving
PDF Full Text Request
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