Research On The Status Quo And Improvement Strategies Of Junior High School Students' Physical Inductive Reasoning Ability

Scientific thinking ability is one of the key abilities that talents in the 21 st century should possess,it plays an important role for students to think and judge independently,analyze and solve practical problems,and enhance creativity,the middle school physics education also regards cultivating students' scientific thinking ability as one of the important contents of middle school physics education goals.As an important part of scientific reasoning ability,inductive reasoning ability is also an important index to measure students' scientific thinking ability.In addition,from the perspective of junior high school physics teaching content,the establishment of many concepts and the derivation of laws in junior high school physics teaching involve inductive reasoning,cultivating students' physical inductive reasoning ability not only helps to deepen students' understanding of concepts and laws,but also promote students to master physical methods and form physical thinking.In this light,analyzing the cognitive process of physical inductive reasoning of junior high school students and exploring the development status of junior high school students' physical inductive reasoning ability has important guiding significance and reference value for the cultivation of students' scientific thinking ability and the improvement of the quality of physics education.Firstly,the thesis uses the literature research method to analyze and integrate the psychological and pedagogical researches on inductive reasoning at home and abroad,and draws lessons from Sternberg's information processing component theory of inductive reasoning,from the perspective of information processing,constructing the cognitive process model of physical inductive reasoning of junior high school students,the cognitive process model proposed that the cognitive process of junior high school students' physical inductive reasoning can be divided into four stages:information extraction,inductive processing and recognition,hypothesis generation,and adjustment and correction,each stage contains several specific cognitive activities.Based on the in-depth analysis of the cognitive process of physical inductive reasoning of junior high school students,and the analysis of the influencing factors of physical inductive reasoning ability of junior high school students,the thesis put forward the structural elements of physical inductive reasoning ability of junior high school students,including information correlation ability,similarity extraction ability,pattern recognition ability,general promotion ability and hypothesis correction ability,sort out the relationship between the elements,to construct the structural model of physical inductive reasoning ability of junior high school students.Secondly,according to the constructed model of physical inductive reasoning ability of junior high school students,to establish the evaluation index system of physical inductive reasoning ability of junior high school students,and develop the assessment tool for junior high school students' physical inductive reasoning ability based on physics knowledge,and use principal component analysis to determine the index weight of each sub-ability of inductive reasoning ability.On this basis,use the self-developed questionnaires to test the current situation of junior high school students' physical inductive reasoning ability,The survey results showed that: 1.junior high school students' physical inductive reasoning ability is at a low level,which is manifested in the fact that students' physical inductive reasoning has a certain degree of blindness,superficiality,randomness,and did not form the habit of inductive reasoning;2.the sub-abilities of the junior high school students' physical inductive reasoning ability are significantly correlated;3.the junior high school students' physics inductive reasoning ability is correlated with the level of mathematics and physics.Finally,combining the findings of the investigation,put forward targeted suggestions for improving the physical inductive reasoning ability of junior high school students in physics teaching: 1.change teaching concepts and explicit inductive reasoning teaching;2.mining materials for inductive reasoning and guide students to understand inductive reasoning;3.set up questions skillfully to stimulate students' inductive reasoning thinking;4.Create experiential activities to promote students' deep participation in inductive reasoning.