Research On The Strategy Of Constructing Physical Situations Using Schematic Diagrams In High School Physics Teaching

Text representation,image representation and mathematical representation are commonly used in physics,among which image representation is easy to be ignored in high school physics teaching.The physical diagram is the main form of the physical image representation,high school physics teaching in our country is,however,there is no specific physical diagram drawing class time arrangement.But in an interview with teachers,students,both said they draw analysis is an important way to explain physical problems and think,and a large number of high school physics teaching texts,exercises in using the schematic representation,Therefore,the author will use the physical diagram to construct the physical scene as the research topic of the paper.Through the analysis of students’ questionnaire data and their daily physics homework,it is found that there are problems in students’ understanding and application of physical schematic diagrams.Students do not have a clear understanding of the concept definition and function meaning of the physical schematic diagram,which is often confused with physical quantities’ functional images and real pictures.As a result,when students apply physics knowledge to solve physics problems,they often do not draw pictures or draw pictures at will.Therefore,the physical schematic diagrams made by students cannot accurately reflect the situation of physical problems,and the schematic diagrams made by students do not play an auxiliary role in understanding the meaning of the problem and analyzing the physical problems.These phenomena reflect that senior high school students’ consciousness of active drawing analysis and standard drawing is relatively weak.Therefore,by referring to relevant literature and combining with my own teaching experience,the concept definition of physical schematic diagram and physical scene is summarized.The characteristics and advantages of image representation are summarized by comparing the three ways of representation,which are literal representation,image representation and mathematical representation.According to the action nature of the physical scene shown in the diagram,it can be divided into four categories: presentation category,process category,state category and simulation category.In this paper,several typical physical schematic diagrams are displayed,and combine the theories of pedagogy and psychology,as image representation,the theoretical basis of constructing physical scene by using physical diagram is expounded in detail.Based on the important role of physical diagram is to intuitively and vividly build the physical scene of the physical problem,summed up its educational significance and teaching significance in high school physics teaching.A teaching research experiment was designed to test the correlation between drawing ability and answering ability,and SPSS software was used to test the experimental data.The results show that there is a significant correlation between the two,which indicates that mastering the standard drawing of physical schematic diagram is of application value to teaching and learning of high school physics.In order to help students to make physical schematic diagrams accurately and quickly according to the text description,the author summarizes the requirements and standards of drawing high school physical schematic diagrams,and summarizes the steps,methods and skills of drawing.And according to the above research,the author combined the teaching practice experience and educational psychology theory,put forward the teaching strategy of high school physics schematic diagram,in order to cultivate students’ awareness of active drawing and improve students’ drawing ability in daily high school physics teaching.In order to verify the effectiveness of the teaching strategy,the author set up experimental class and control class in the first grade of our school to carry out the educational experiment.Through the tracking survey of one school year and the analysis of the data of the mid-term and final exams of the two classes,we can see that the application of relevant teaching strategies can effectively improve students’ awareness and ability of drawing and analysis.It is expected that the research can provide help for the teaching of front-line physics teachers and high school students to learn physics,and develop more simple and effective drawing methods and teaching strategies in the future teaching practice.