Practical Research On Problem Driven Teaching Of Physics In Senior High School To Promote Students' Knowledge Advancement ——Take Electrostatic Field As An Example

In high school physics classroom teaching,teachers' and students' bilateral interactive activities are mainly carried out in the form of teachers' narration and questions.Using questions to promote the process of classroom teaching is a teaching method widely used by teachers.The difference in question design determines whether the expected teaching objectives can be achieved effectively.Looking at the problem design of the current physics classroom,there is a general tendency to ignore the overall teaching content,lack of hierarchy,simply repeat the results of knowledge,so that students' learning of relevant knowledge is scattered,the progressive relationship is not clear or stays at the level of simple memory,which can not drive students to deeply understand the knowledge structure and enter high-level thinking,that is,it is not conducive to the advancement of students' knowledge.Therefore,it is of great practical significance to further study and explore,follow the principles of integrity,hierarchy and openness,design the problems of each class,lead classroom teaching and drive students' knowledge advancement.Taking the electrostatic field as an example,under the guidance of learning the advanced concept,this paper reconstructs the content of the electrostatic field,determines the advanced goal,designs the advanced level,and teaches the design driven problem of knowledge level.This study integrates the two dimensions of problem-driven and knowledge advancement,and constructs a framework model of problem-driven knowledge advancement,which provides help for promoting students' knowledge advancement.This study takes senior two students as the research object,realizes the advanced level of knowledge through problem-driven teaching,and finally achieves the advanced goal.The following three aspects are considered in the setting of driving problems: the principle of integrity;the Progressive principle;The principle of openness.Through the solution of driving problems,gradually promote students' mastery of knowledge,improve students' thinking and form correct physical concepts.By comparing the monthly test results of routine teaching with the results of the electrostatic field after problem-driven teaching review before the end of the term,and analyzing the test results with SPSS software,it is found that there is a significant positive correlation between students' scores.The results show that: through problem-driven teaching,students can grasp the knowledge of the electrostatic field as a whole;Problem driven teaching is more clear about the advanced path of knowledge;Problem driven teaching can better achieve the goal of advanced knowledge.