Practical Research On Cultivating High School Students’ Modeling Ability By Using Original Physics Problems

The Curriculum Standard of the Physics in Ordinary High School proposes to focus on embodying the essence of physics and cultivating the physical core literacy of students."Scientific thinking" is an important part of core literacy,and the cultivation of physical modeling ability is a fundamental way to form scientific thinking.The improvement of physical modeling ability helps students make a better understanding of physical concepts and processes,as well as develop systematic thinking.For a long time,"plentiful exercise tactic" has been frequently adopted in physics education in China to improve students’ physics performance,which puts too much emphasis on calculation and problem-solving skills,and neglects the development of students’ physical modeling ability.Xing Hongjun,a professor from the Capital Normal University,raised his view that the introduction of real physical problems can break the monopoly of exercise-oriented teaching,and then promote the improvement of students’ physical modeling ability.Based on the above background,this thesis combs the current theories and literature first,and then explores the effect of integrating real physical problems into teaching practice on the cultivation of students’ physical modeling ability.Firstly,this thesis reviews the research on physical modeling ability and real physical problems abroad and at home through the literature research method and gives a clear definition to them respectively.On the basis of constructive learning theory,Piaget’s cognitive development theory,educational ecology theory as well as the self-organization representation theory of physics problem solving,a theoretical foundation for developing students’ physics modeling ability based on real physical problems is established in this thesis.By comparing the real physical problem-solving process and the model constructing process,it is found that there are similarities between them.Therefore,it is feasible to integrate original physical problems into the cultivation of students’ physical modeling ability in teaching.Secondly,a teaching design based upon real physical problems and the physical modeling process is finished,which demonstrates the detailed process of solving real physical problems according to physical modeling.In addition,the real physical problems test and evaluation tools are determined.By means of the experimental method,this thesis investigates the effect of integrating real physical problems on the cultivation of students’ physical modeling ability from the perspective of teaching practice.In the experiment,subjects are first-year higher education students of two classes at approximately the same level,which are selected from a high school in Lankao County,Kaifeng City,Henan Province.Of the two classes,one is the experimental class and the other is the control class.In the former class,the predetermine teaching design is applied to physics class,and homework about real physical problems is assigned to students.Besides,students are also asked to construct and analyze models of the original physical problems based on the model construction worksheets,and timely feedback is obtained through students’ classroom performance and the completed model construction worksheets.Thirdly,a statistical analysis software SPSS 26.0 is used to analyze the pre-test and post-test scores of the two classes with respect to the real physical problems and to test the effectiveness of the teaching practice.The result shows that the experimental class has a stronger physical modeling ability than the control class after the teaching practice.Therefore,there is positive effect on developing students’ physical modeling ability by integrating real physical problems into classroom teaching.Finally,in the light of teaching practice and research results,some specific teaching strategies are proposed:(1)Create visual situations of real physical problems to cultivate the awareness of modeling.(2)Introducing the process of solving real physical problems by physicists and guide students experience the idealized modeling process.(3)Design problem chains to develop students’ model analysis capabilities.(4)Improve knowledge structure to develop students’ model revision and testing competence.(5)Set problem variations to promote student’s ability of model application.(6)Analyzing physical models in different situations to promote the transfer of physical models and exercise students’ ability of model expansion.(7)Select typical assignments of real physical problems to train students’ modeling ability at different levels.