Research On The Influence Of Problem-based Learning Mode On The Critical Thinking Dispositions Of High School Students

In 2017,the revised "General High School Physics Curriculum Standards(2017 Edition)" issued by the Ministry of Education clearly stated that scientific thinking is an important dimension of the core literacy of physics,and critical thinking as a component of scientific thinking is particularly important for the development of students.Based on the literature analysis of critical thinking dispositions and Problem-Based Learning(PBL),this paper constructs a training program to establish the critical thinking dispositions of high school students by using the PBL teaching model in physics teaching.From September 2020 to January 2021,use the revised Chinese version of critical thinking disposition inventory(CTDI-CV)to criticize 154 first-year students(69 boys and 85 girls)of a high school in Shandong Province from seven dimensions The current situation of thinking dispositions was investigated,and then PBL teaching mode and traditional teaching mode were used for one semester of teaching in experimental and control classes,which provided empirical evidence for the PBL teaching mode to establish the critical thinking dispositions of high school students.The first chapter analyzes the importance of critical thinking dispositions to the development of high school students with the background of curriculum reform and core literacy in our country,expounds the theoretical and practical significance of the PBL teaching model to cultivate critical thinking dispositions,and confirms the research The research content,and the research method is selected based on the research content,and the research thinking of this research is determined around the research goal.The second chapter summarizes the PBL teaching mode and the definition of critical thinking and its dispositions by combing the relevant research literature on PBL and critical thinking,and clarifies the internal consistency of PBL and critical thinking training,which is the follow-up PBL teaching process The design and research lay the theoretical foundation.In Chapter 3,in order to verify that the PBL teaching model can establish the stu dents' critical thinking dispositions,the PBL teaching model process is designed based on the theoretical basis: teachers create problem situations,students individual thinking problems,group cooperation analysis problems,inter-group exchanges and display proble ms,teachers Evaluate feedback questions and reflect on teachers and students self-evalu ation Based on the teaching process,the teaching design of the two cases is displayed to prepare for the implementation of subsequent experiments.Chapter 4 selected appropriate scales as the survey tool.Based on the pretest data analysis of the questionnaire,we have a basic understanding of the current situation of critical thinking tendencies of high school students,and selected two that are not significant in critical thinking tendencies.Experiments with parallel classes on differences.Using the experimental research method of quasi-experimental design,the general high school People's Education Edition Physics Textbook Compulsory One is used as the teaching content,and the traditional teaching mode and PBL teaching mode are used to carry out teaching activities in the experimental class and the control class.Finally,the post-test results of the questionnaire are comprehensively analyzed.Analyzed the pretest and post-test differences of the experimental critical thinking dispositions,the pretest differences of the critical thinking dispositions of the control class,the pretest differences of the critical thinking dispositions of the experimental class and the control class,and concluded that the PBL teaching model can help students establish positive criticism.The conclusion of thinking dispositions,therefore,the PBL teaching mode is effective and operable,and it is also very necessary to develop the PBL teaching mode in high school physics teaching.Finally,it analyzes the reason why the PBL teaching model has no significant impact on the two sub-dimensions of openness and cognitive maturity.In Chapter 5,the author puts forward teaching suggestions for cultivating students' critical thinking in response to the problems found in the process of testing.By reflecting on the deficiencies in their research,and clarifying the direction of future research,the author hopes to make a difference in front-line teaching.Inspire and learn from.