Research On Problem Teaching Based On Problem Map To Improve Senior Two Students' Physical Thinking Obstacles

With the continuous advancement of high school physics curriculum reform,the 2017 edition of high school physics curriculum standards,the new high school physics textbooks and the "3 + 1 + 2" new college entrance examination mode in many provinces are building an innovative physics teaching system from the top-level design.In the implementation of "3 + 3" college entrance examination mode,senior one students in Zhejiang,Shanghai and other areas find it difficult to learn physics in the learning process,which leads to a sharp decrease in the number of students who choose physics in the course of the division of senior two,and more students choose liberal arts to study.The reason is that many students only solve physics problems through superficial understanding and their own feelings,and there are huge thinking obstacles in the process of high school physics learning.In view of this problem,the new curriculum standard of physics in senior high school clearly focuses on the cultivation of senior high school students' four-dimensional core literacy.The biggest difference between it and the three-dimensional goal of the old curriculum standard is that it highlights the importance of scientific thinking,attaches importance to the cultivation of physical thinking rules,and breaks through the thinking obstacles in physics learning.Therefore,the content of this study is to investigate the sophomore students,analyze the students' thinking obstacles in physics learning and explain the current situation of problem-based teaching in sophomore.Aiming at the thinking obstacles in physics learning,the problem map is designed according to ETA physics cognitive law,and the problem teaching design and practice are carried out based on the problem map.Finally,by observing the differences of test scores before and after,homework review and student interviews,it shows that the problem-based teaching mode based on problem-based mapping has positive teaching effect and improves the thinking obstacles of senior two students in physics learning.In the process of research,SPSS mathematical statistics software is used to analyze and test the reliability and validity of the survey questions and the correlation test of the test results before and after.The purpose of this study is to explore the problem-based teaching model based on the problem-based map,in order to provide reference for physics normal students and front-line teachers,and to serve the high school physics teaching.The first part mainly expounds the current situation of problem-based teaching and the influence of thinking obstacles on senior high school students' physics learning.Combined with literature analysis,this paper explains the research status of "problem teaching" and "thinking obstacle" at home and abroad.This paper proposes to explore a new teaching mode based on ETA physics cognitive model and mind map.The second part introduces and classifies the concepts and theories of problem mapping,problem-based teaching method and thinking obstacle in physics learning,introduces ETA physics cognitive model,and defines the concepts of mind mapping,problem-based teaching method and so on.In the third part,through the preparation of the investigation of students' thinking obstacles in physics learning,the test is carried out.Through the analysis of the test results,this paper explains the negative effects of five kinds of thinking obstacles in physics learning on the students of liberal arts class in senior two.Based on the pain points of thinking obstacles,this paper analyzes the problems,puts the difficulties into the mind map by using ETA physical cognitive law,and designs the problem teaching based on the mind map.The fourth part is the problem-based teaching practice based on the problem map,combined with the data analysis of teaching experiment,homework completion,student interviews to evaluate the advantages and disadvantages of this teaching mode.It is proved that the problem-based teaching based on the problem map is effective for improving senior high school students' thinking obstacles in physics learning and improving their physics performance.