Research On The Teaching Strategy Of High School Physics Concept Construction Pointing To Scientific Thinking Ability

In the era of information globalization,the demand orientation of talents has undergone a fundamental change and is developing towards a deep and highly complex direction.China’s education has also put forward the requirements of new curriculum reform in response to the changes of the times;The new curriculum standard also clearly points out that physics teaching should cultivate students’ physical concepts and scientific thinking.We know that one of the important contents of physics teaching is the education of scientific ideas,scientific methods and scientific attitudes.Its basic purpose is to emphasize that physics teaching should pay attention to cultivating students’ scientific thinking.As an important part of physics teaching in middle schools,physics concept teaching should also focus on cultivating students’ scientific thinking.As a basic discipline,physics has strong logic,abstraction and application characteristics,which are more obvious in the learning of physical concepts.When learning physical concepts,we always start with perceptual knowledge,and then extract the essence of perceptual materials to understand the essence and internal relations of physical concepts and physical phenomena from the outside to the inside,that is,through comparison,analysis,synthesis,abstraction and generalization,we reach the stage of rational knowledge.This kind of scientific thinking process from perceptual knowledge to rational knowledge,from shallow to deep,from representation to essence,is particularly important for the study of physical concepts.However,due to the influence of the examination-oriented education thought,there are utilitarian disadvantages in the actual physical concept teaching process,such as overemphasizing test scores and repeatedly instilling,while ignoring the process of scientific thinking ability training,which leads to the weakening of students’ independent inquiry ability and team cooperation ability,and paying attention to imitation learning while ignoring innovative thinking,which in essence leads to the bad result of abandoning the basics and chasing the end.Therefore,it is particularly important to improve students’scientific thinking ability in teaching practice,especially in the process of physics concept teaching;It is very necessary to study how to develop students’ scientific thinking ability in high school physics concept teaching.In accordance with the general research framework of education degree thesis,this paper uses literature research,questionnaire survey,interview and teaching case analysis to carry out specific research,including the following six parts:The first part is introduction.It mainly introduces the background,significance,purpose,content and research methods of the study.The second part,concept definition and literature review.It mainly defines the relevant core concepts such as thinking,thinking ability,scientific thinking ability and physical concept,analyzes the theoretical basis of this research,and introduces the research status of scientific thinking ability and physical concept teaching at home and abroad in detail.The third part is the investigation and research on the development of students’ thinking ability in senior high school physics concept teaching.Under the specific guidance of the tutor,literature research and reading were carried out,and the research objects and methods were determined;Based on the results of questionnaires and interviews,this paper analyzes the factors that affect students’ understanding of high school physics concepts and improving their scientific thinking ability from the five levels of students,teachers,schools,families and society,providing an objective basis for the fourth part to propose teaching strategies.The fourth part is the strategy of physics concept teaching in senior high school,which points to scientific thinking ability.The teaching process of physics concepts in senior high school is divided mainly from three stages:pre-learning,in-learning and post-learning.First of all,it emphasizes the extension of the preconception and requires students to follow the cognitive rules;Then it points out that in classroom teaching,we should pay attention to the process of concept construction,create multiple classroom contents,and advocate the participation of multiple subjects in order to improve the ability of scientific thinking;It also points out that we should pay attention to the use of spare time,emphasize the deepening and sublimation of the understanding of physical concepts in practical applications,and comprehensively cultivate the core quality of physics.In this part,the specific teaching strategies of senior high school physics concepts are put forward step by step,which provides the implementation route for the specific teaching design and practice of the fifth part.The fifth part is the teaching design and practice of physics concept teaching in senior high school,which points to scientific thinking ability.Starting with the two teaching cases of "Description of Speed Change-Acceleration" and "Free Fall Movement(the first class hour)",the teaching strategies proposed in the fourth part are concretely practiced,and the practical effects are summarized and evaluated.The sixth part is the research conclusion and prospect.The main conclusions and shortcomings of this study are summarized,and the direction of further research is put forward.