The Practice And Research Of Developing The Activity Of Speaking Questions In Middle School Physics Teaching

Rather than simply repeating the question and answer,"problem solving" is a way to help students understand the question and its contents in depth by involving all students in the whole process of solve problems and understand the content,there by improving their physics problem solving skills and core physics literacy."Questioning" is one of the effective ways to understand the thinking process of students,so that teachers can fully grasp the learning situation of students by exposing their thinking process through questioning in the classroom,during teacher tutorials,in the assessment of assignments or test papers.The teaching activity of "talking questions" has good practical significance for breaking the traditional teaching center of teachers,practicing the 2017 version of the new curriculum standard emphasizes the creation of learning situations with diligent thinking,cultivating and developing students' independent learning ability,as well as the objectives of the curriculum require students to be able to express their own opinions based on evidence and logic,thinking about problems from different angles,having the willingness and ability to communicate.This article is based on the previous research,additional excavation,putting forward some of their own ideas and views,for secondary school physics classroom "talking questions" teaching activities to provide a little reference.The paper is divided into five parts: the first chapter is the introduction,introducing the background of the topic,the current status of the research,the content and methods of the research,the definition of the concepts related to the topic and the organization of group exchanges and cooperative learning among the students;the second chapter discusses the theoretical foundation for the topic teaching from three aspects: the thinking characteristics of secondary school students,the constructivist psychology theory and the audio thinking method;the third chapter is the practical process of the topic activity,from the design of the topic activity program,the classroom preparation of the topic activity,the general steps of the topic activity to the classroom record of the topic activity of the students;the fourth chapter focuses on the analysis of the test results of the experimental group and the control group,and the impact of the two variables of student level and gender on the topic activity,and the different effects of the topic activity on students through questionnaires and interviews;the fifth chapter is the research conclusions and prospects.Through the practical research on the teaching of "talking questions" activities,it was found that the implementation of "talking questions" activities affects students' learning performance to a certain extent,especially for students in parallel level classes,the improvement in performance is more obvious than that of the control group.But the effect is not as dramatic for students in focused level classes.In terms of gender,the "problem solving" method of teaching is more effective in improving the performance of boys than girls.Through the questionnaires and interviews,it was found that most of the students were well adapted to the "problem solving" teaching method,and that during the "problem solving" activities,they learned something,and became more interested in learning physics and more confident,and reduced the error rate of their assignments,and improved their class performance,and improved their ability to analyze and solve problems.