The Exploration Of Teaching Strategies To Improve The Representation Ability Of Physics Problems In High School Students

During the physical teaching activities,teachers focus on the application of physical knowledge,ignoring the process of students’ understanding of physical knowledge,which is a common phenomenon in traditional physical teaching.The key to solve physics problem is how to represent physics problem correctly.This paper investigates the present situation of the representation habit of the physics problems of the grade one students by questionnaire,and studies the representation characteristics and rules of the physics problems of the grade one students by cognitive homework.To explore useful strategies improve students’ ability of representation of physical problems,and provide a certain direction and reference for future physical teaching.In this paper,the research work is carried out from the following five parts:The first part: Aiming at the problems existing in the traditional teaching and the requirements of the new curriculum reform in senior high school physics,it puts forward the research purpose,research content,research methods and research significance.The second part: through literature reading,this paper summarizes the related concepts of problem and physical problem,problem representation and physical problem representation,and summarizes the theoretical results related to physical problem representation.The third part:⑴ through the questionnaire survey of senior one students’ habit of physical problem representation,we can draw the following conclusions:(1)most of the students in grade one do not have good habit of problem representation.(2)Students’ knowledge ability,self-regulation ability and problem representation strategy are all factors that affect the formation of students’ good habit of problem representation.⑵ using the cognitive task method to analyze the characteristics of physical representation of students’ problems,the following conclusions are obtained:(1)"character representation","simple representation","physical representation","mathematical representation" and "image representation" will affect the ability of students to solve physical problems.(2)Students of different grades have different ability of representation in different dimensions.(3)Students with different grades have different degrees of relevance in each dimension of representation ability.(4)The image representation ability of senior one students is relatively weak.The fourth part: from the two levels of teachers and students,put forward the corresponding improvement strategies: ⑴ the teacher level:(1)pay attention to the cultivation of students’ problem awareness;(2)according to the level of each dimension of students’ physical problem representation,adopt the targeted representation strategy to improve the students’ representation ability of each dimension.⑵ at the student level:(1)students should form a good habit of problem representation;(2)in the process of learning,students should pay attention to the link of error correction and have their own "error book".The fifth part: summarize the results of this study,and look forward to more in-depth research.There are few research papers on the representation of physical problems of grade one students,and the research objects are mainly college students or senior three students.As a connecting learning stage of middle school,senior one attaches great importance to the study of students’ representation of physical problems in this stage,which is of great significance to physical teaching.