Research On The Influence Of Animation Scaffold On College Students’ Performance In Solving Physics Problems And Solving Path

With the development of information technology,the media support and the organic integration of education,has become one of the current mainstream forms of learning resources Animation stent is a kind of representation mode based on multimedia information,through the visual and auditory,can the abstract is difficult to understand the content of visualization,image is a more intuitive way of problem representation,in the application of physical science is becoming more and more popular The past literature points out that physics problem solving is an important part of the physics teaching,through the analysis of the problem solving process,students can learn about the problems or errors in the process of problem solving,so as to improve the problem solving better accuracy,and grasp the principle behind the concept problem.However,there are few studies on the path of physics problem solving assisted by media scaffolds at present.Therefore,this study aims to explore the influence of the design of media scaffolds on the path of physics problem solving.Research used a quasi-experimental study method,based on the theory of multimedia learning scaffold design and development of the animation,and a normal colleges and universities take physics undergraduate in Shanghai to support animation auxiliary teaching,through mechanics inference scale,animation support auxiliary,auxiliary attitude questionnaire to collect data,to explore animation support for different cognitive level of students in different stages of physics problem solving,in the final analysis the students attitude to stent assisted with the relationship between the learning results.The results show that:(1)Animation stents have significant auxiliary effects on physical problems of different difficulty levels,and with the increase of difficulty and complexity of the problems,animation stents have better auxiliary effects.(2)For students with different physics skill levels,there is no significant difference in physics performance among high level students,while there is significant difference between middle and low level students.(3)There is no correlation between students’ attitude towards animation assistance and students’ achievement in problem solving.(4)Animation bracket is helpful for students to better understand the question idea,the choice of principle and the application of formula,but the auxiliary effect for mathematical operation is not obvious.Finally,this study not only puts forward specific suggestions for the design of media scaffolding in physics teaching and problem solving,but also provides practical experience for subsequent media-assisted teaching.