A Study Of Problem-driven Teaching In High School Physics Under The Perspective Of Deep Learning

With the advancement of the general high school physics curriculum reform,improving classroom teaching mode and promoting students' deep learning has become a focus of classroom teaching concern.In the field of education at home and abroad,problem-driven teaching has also achieved certain results.In this paper,the construction of a problem-driven teaching strategy to promote deep learning is proposed by using the literature research method based on the existing research on problem-driven teaching strategies and deep learning research.The problem-driven teaching strategy for deep learning is applied to high school physics classroom teaching by using the opportunity of teaching practice,and the results of using the "strategy" for deep learning in high school physics classroom,the shortcomings and the problems that need to be paid attention to when implementing the "strategy" are discussed by using questionnaires,performance analysis and teaching case studies.This thesis is divided into six chapters,including the followingThis dissertation is divided into six chapters,including the following three parts: first,the theoretical foundation of the research on the combination of deep learning and problem-driven teaching in high school physics;second,the construction of problem-driven teaching strategies for deep learning,and the preparation of some teaching designs for students in internship schools and physics textbooks;third,the summary and expectations of the educational practice results.Through the practical research,the problem-driven teaching of high school physics in the deep learning perspective has been improved to different degrees in the following three dimensions: first,in the cognitive domain,students' ability to construct knowledge and solve complex problems has been improved,they can critically analyze different information from different sources,and their deep thinking about existing problems has been enhanced;second,in the interpersonal domain,students' teamwork and communication skills can be improved.Second,in the interpersonal area,students' teamwork and communication skills are improved.Third,in the personal domain,students' ability to learn to learn and learn to persevere is also improved.In addition,problem-driven instruction for deep learning not only increases students' classroom participation,but also facilitates the transformation of students' thinking from the shallow learning level of single-point structure and multi-point structure to the deep learning level of associative structure and abstract expansion structure.All of these findings illustrate the effectiveness of this instructional strategy in promoting deep learning.