Instructional Design For Secondary Conclusions Based On Physics Problem Solving Theories Of The Learning Psychology

The China's college entrance examination requires solving problems within the specified time,which puts forward requirements for the efficiency of problem solving,and the secondary conclusion came into being.Efficient problem-solving skills must be taught,but the front-line teachers and researchers have their own words.The theories of learning psychology can refine the process of students' problem solving,improve and supplement the secondary conclusion and its teaching research,and has certain guiding significance for front-line teaching.The main work is as follows:1.Conduct literature research on the research status of the secondary conclusion,and investigate the use of the secondary conclusion and the current teaching situation.2.Based on learning psychology,this paper makes a theoretical research on the secondary conclusion,and puts forward the teaching objectives of the secondary conclusion and the general steps of effective teaching design.And develop cases of effective teaching of secondary conclusions.3.Select the secondary conclusion "series reverse and parallel keep",carry out the teaching design and carry out the actual teaching experiment based on the general steps proposed in this paper.Compared with the traditional secondary conclusion teaching intervention and the teaching intervention without secondary conclusion,this paper tests the teaching effect of the effective teaching design of secondary conclusion proposed in this paper.The main research methods used in this study are: literature research method,questionnaire survey method,interview method,experimental comparative research method.The conclusions are as follows:1.Now in senior high school,the teaching and use of secondary conclusion is very common.Most high school students want to learn more secondary conclusions;However,more than half of the students do not know the reasoning process,physical significance and physical properties of the secondary conclusion,and the "understanding" of the secondary conclusion only stays at the level of understanding the use rules of the secondary conclusion.The secondary conclusion mainly comes from the teaching of school teachers and extracurricular tutors.Most teachers hold a positive attitude towards the secondary conclusion itself and believe that it is beneficial to use it in the college entrance examination.The problem of the secondary conclusion comes from the speculation of teachers and students.2.Based on the perspective of problem solving theories in cognitive psychology,the essence of secondary conclusion is strong method,and the essence of using secondary conclusion is to use strong method to solve problems.The goal of effective teaching of secondary conclusion is for learners to acquire the problem schema of secondary conclusion and the classification and strategy structure diagram of exercises.Students' explicit behavior is that they can "use" secondary conclusion to solve "executive" and "implementation" exercises.3.Based on learning psychology,the general steps of making effective teaching design of secondary conclusion are: New problem teaching;Strong method teaching;Enumeration method to analyze all sub processes;The secondary conclusion is obtained by induction;Positive example teaching;Counter example teaching;Form the problem schema of secondary conclusion;Form the problem classification and strategy structure diagram of this chapter.4.The teaching experiment results show that the use of secondary conclusion can significantly improve the speed of problem-solving and has many benefits.However,improper teaching of secondary conclusion will reduce the correct rate of students' problem solving.Based on the general steps of effective instructional design of secondary conclusion proposed in this paper,the formed instructional design have significant teaching effects.Its effectiveness is significantly greater than the "conventional" secondary conclusion teaching design and the "procedural method" teaching design without secondary conclusion.In particular,it is helpful for middle and lower level students to solve this kind of exercises.