A Preliminary Study On The Development Of Scientific Reasoning Ability In High School Physics Variant Teaching

Scientific thinking is the focus of physics core literacy,scientific reasoning is an important part of scientific thinking,is the focus of educational research.Many scholars have found that the scientific reasoning ability of Chinese students needs to be improved.The main purpose of this study is to explore how to improve students' scientific reasoning ability through variant teaching.The content of this study is divided into four parts.The first part is the introduction,which introduces the origin of the problem,literature review,research purpose and research route;The second part is the theoretical discussion,which uses the literature research method to define the concepts of Variant Teaching and scientific reasoning ability,and takes the constructivist teaching concept,variation theory and ability theory as the theoretical basis of this study;The third part is the investigation.Firstly,the design of the investigation is discussed.Then,taking the motion of charged particles in the uniform electromagnetic field as an example,the investigation of the scientific reasoning ability of the college entrance examination questions over the years and the development of the scientific reasoning ability of senior two students are investigated.The results show that although the senior high school students pay attention to the scientific reasoning ability of proportional reasoning,relevance reasoning,hypothetical deductive reasoning and combinatorial reasoning,they are still lacking in these aspects;The fourth part is teaching design.According to the results of the second part of the investigation,the teaching content is determined,and some teaching principles and strategies are determined according to the variant teaching theory and APOS theory.After that,the teaching design is carried out by taking combinatorial reasoning,proportional reasoning and hypothetical deductive reasoning as examples.