Practical Research On The Influence Of Two Problem-solving Teaching Strategies On Senior High School Students' Physical Problem-solving Ability

With the promulgation of the new curriculum standard,physics problem solving plays a more and more important role in Physics Teaching in senior high school.At the same time,in front-line teaching,the adaptability of problem-solving teaching strategies is also concerned by front-line physics teachers.Therefore,this paper mainly studies the adaptability of different problem-solving teaching strategies.To this end,the main work of this study is as follows:1? The theoretical research part of this paper is carried out by literature analysis.By reading a large number of documents on the research of problem-solving teaching strategies,this paper discusses and summarizes the basic process of physics problem-solving teaching,focuses on the relevant theories of "open" and "small step" problem-solving teaching strategies,and finally discusses the test of problem-solving ability.2?The field experiment method is used to carry out the practical research part of this paper.Using the "open" and "small step" problem-solving teaching strategies in the form of round groups,the problem-solving teaching of different difficult problems is carried out in classes at different levels,and the improvement of students' physical problem-solving ability is detected by post-test questions.A total of 16 groups of practical research are carried out.Finally,it summarizes the adaptability of the two problem-solving teaching strategies to different difficult problems and different levels of students.On the basis of theoretical research,this paper has experienced the process of practical research and formed the following practical research conclusions:Classes with good foundation:(1)The adaptability of "open" problem-solving teaching strategy to students with good foundation is higher than that of "small step" problem-solving teaching strategy.(2)The adaptability of "small step" problem solving teaching strategy to physical problems with difficulty level 2 is no less than that of "open" problem solving teaching strategy.(3)The adaptability of "open" problem solving teaching strategy to physical problems with problem difficulty level 3 is higher than that of "small step" problem solving teaching strategy.(4)The adaptability of "open" problem solving teaching strategy to physical problems with problem difficulty level 4 is no less than that of "small step" problem solving teaching strategy.Classes with weak foundation:(1)The adaptability of "open" and "small step" problem-solving teaching strategies to students with weak foundation is basically the same.(2)The adaptability of "open" problem solving teaching strategy to physical problems with problem difficulty level 2 is no less than that of "small step" problem solving teaching strategy.(3)The adaptability of "small step" problem solving teaching strategy to physical problems with difficulty level 3 is no less than that of "open" problem solving teaching strategy.(4)The adaptability of "open" and "small step" problem-solving teaching strategies to physical problems with difficulty level 4 is basically the same.