The Application Research Of BOPPPS Model In High School Physics Exercises

The “Physics Curriculum Standards for General High Schools(2017 Edition)”issued by the Ministry of Education clearly points out that the curriculum goal of physics is to cultivate students’ core discipline quality,and cultivating scientific thinking,as an extremely important part of the core discipline quality,is particularly crucial.Exercise lesson is a very important class type in high school physics,which is of great value to cultivate students’ scientific thinking.However,according to the survey of the current teaching status of high school physics exercises in recent years,the mode of current exercises is still dominated by teaching method,with low participation of students,and the cultivation of scientific thinking cannot be well implemented.The teaching effect needs to be improved.Therefore,this paper introduces the BOPPPS model into the teaching process of high school physics exercises,and consciously integrates the training of students’ scientific thinking,in order to improve the existing problems in the teaching of current situation,so as to better cultivate students’ scientific thinking.The BOPPPS model divides the teaching process into six steps--Bridge-in,Objective,Pre-assessment,Participatory Learning,Post-assessment and Summary.It is a student-centered teaching model.Through the interlocking teaching links,BOPPPS model strengthens the effective communication between teachers and students,as well as the collaboration among students,which can greatly attract students’ attention and improve their enthusiasm of studying,prompting students to take the initiative to think.In this paper,the types of high school physics exercises are further divided into comprehensive exercises and evaluation exercises.In the two different exercises,the cultivation of scientific thinking will be specific to different elements,which is also consciously integrated into BOPPPS model.This paper starts with the selection of exercises and the different teaching links of BOPPPS model at the same time.Through the selection of situational exercises,the introduction of exercises in real situations,and the strengthening of students’ cognition of physical models in the process of "problem-explanation",students’ ability of model building can be trained.The students’ ability of scientific reasoning can be cultivated by progressive question series,problem-based group discussion,sorting out the ideas of "problem-explanation" and self-reflection in summarizing the links.Through the argumentation key words such as "why" and "please give examples",distinguish the truth of students’ answers and explain the reasons could develop the students’ ability of scientific argumentation based on the facts;through the improvement of the deficiencies in the students’ presentation,the collision of thinking in the discussion,and the analysis of the wrong options for revising exercises could cultivate the questioning spirit of student;their creative thinking can be cultivated through the selection of open exercises,the discussion of open questions,the summary of mind map,the multiple solutions of one question and the change of one question.Subsequently,the author designed two exercise courses based on the relevant strategies,namely,the comprehensive exercise course on "level conveyor belt problem" and the evaluation exercise course on "monthly examination paper",and carried out the practice of these two exercise courses in the first and third grades of high school,investigating the related students and teachers.Through the research of students’ questionnaire data and teachers’ interviews,it is found that BOPPPS model can make students highly focused and can truly thinking in the created scene without reducing the teaching capacity.The cultivation of scientific thinking has been well implemented.However,in practice,some problems need to be paid attention to by the majority of front-line teachers.First,BOPPPS model puts forward higher requirements for teachers’ professional quality.BOPPPS model has many links and a very tight rhythm,so teachers’ language must be refined to leave enough time for participatory learning.In order to be able to break through the problems exposed by students,teachers must make full preparations in advance and predict the problems that students may raise;second,in order to improve the efficiency of students’ discussion and presentation,it is necessary to train students for a long time,Roma was not built in a day;third,appropriate rewards are helpful to the efficient development of participatory learning.By combining theory with practice,this paper has proved the feasibility and effectiveness of applying BOPPPS model to high school physics exercises teaching to a certain extent.It is hoped that the research of this paper will provide an effective way for the majority of front-line teachers to improve the current teaching situation of exercises and cultivate students’ scientific thinking.