PBL Problem Design In Physics Teaching

PBL(problem-based Learning)teaching mode makes students learn the knowledge in the problem solving process through the collaboration.The problem-based teaching mode makes students' abilities of cooperative learning,autonomous learning and problem solving improved.It do copy with the current comprehensive curriculum reform requirement that is improving the students' physics literacy.The most important part in the PBL teaching mode is problem design.Based on relevant literature,this paper summarizes the development of PBL teaching mode,the characteristics of PBL problems and the methods of PBL problem design.Besides,this paper puts forward the principles of integrity,subjectivity,flexibility,comprehensive development and gradual progress in the design of PBL problems.Through the case analysis method,the PBL problem analysis was carried out on the lesson examples of the "Projectile Movement" chapter,including the number of problems,the distribution of problem types,and the logical relationship between the problems.It was found that teachers had consciously understood and applied the design of PBL problems,but there is still room for improvement and perfection,which is illustrated in three aspects:(1)The number of questions raised is large,of which the most are guiding questions,but there are fewer generative questions;(2)For main-level questions the design is relatively complete,and the logic between the secondary issues is not smooth enough;(3)The connection and transition between the issues are generally natural but can still be more perfect.The PBL problem design was carried out for the four lessons of the chapter "Projectile Movement",and the three steps of PBL problem design were summarized:(1)The core knowledge points were clarified through the hierarchical teaching goal design,and the main teaching content was extracted,and confirm the connections between knowledge points so that students can understand basic concepts.Physics classroom teaching goals can be divided into three levels: A.Developmental goals,B.Improvement goals,C.Basic goals.Basic goals are necessary and achievable for every student,and students who have the ability to learn should achieve improved goals or developmental goals.(2)Design the PBL problem framework by designing core problems,primary problems,secondary problems and generative problems.(3)Combine the problems extracted from the PBL problem framework with the context to design the PBL question string.In order to adapt to the continuous development of students' scientific thinking,the problem level of different sections is gradually improved,and students are trained to solve problems and proactively ask questions.It is hoped that the conclusions of this paper can provide inspiration for the exploration of the integration of PBL teaching mode and high school physics teaching.