Thinking And Practice Of Cultivating Students' Comprehensive Ability In High School Physics Teaching

The promulgation of the 2017 edition of Physics Curriculum Standards for Ordinary Senior High Schools and the Evaluation System of China's College Entrance Examination marks that the reform of curriculum teaching and evaluation in China's basic education has entered a new stage.Among them,the development of students' comprehensive ability has become an important subject for teaching to implement the physical discipline quality and the evaluation to reflect the examination of students' key ability.On the basis of extensive reading of relevant literature,this paper absorbs relevant research results.First,it sorts out the definition and connotation characteristics of comprehensive competence.Secondly,under the guidance of ternary intelligence theory,based on the three dimensions of knowledge acquisition,thinking cognition and practical operation in China's college entrance examination evaluation system,an analytical framework for understanding students' comprehensive ability is constructed.Thirdly,a questionnaire survey was conducted on the senior high school students of a four-star high school in N City.It was found that the overall performance of the students' comprehensive ability was not bad,but the students' problem analysis ability,demonstration ability development was not complete,evidence awareness was weak,questioning intention was low,innovation ability was poor,and experiment ability was weak.Fourthly,it probes into three strategies of cultivating students' comprehensive ability in thematic teaching.And choose "electromagnetic induction" special topic to develop students' comprehensive ability of teaching design and practice;Sixth,it discusses the strategy of cultivating students' comprehensive ability in the subject exploration,and chooses "exploring whether rubber band can make dynamometer" to carry on the overall design and practice.