Teaching Research Of Physics Review Course In Senior Three To Promote Students’ Scientific Reasoning Ability

With the revision of physics curriculum standards and the release of "China’s College Entrance Examination Evaluation System ",the proportion of scientific reasoning ability in the examination content of college entrance examination is getting higher and higher.In the recent five years,more than 85%of the physics questions in the comprehensive examination paper of national college entrance examination involve scientific reasoning ability.And the new curriculum standard also puts forward that level 4 is the level requirement for the study of related majors in colleges and universities.So the focus of this topic is how to promote the scientific reasoning ability of students in senior three physics review course teaching research.First of all,by combing the relevant research literature of scientific reasoning and review lessons,it is found that domestic and foreign scholars’ research on scientific reasoning mainly focuses on two aspects:empirical study and study on cultivation.Most of the study on the cultivation of scientific reasoning ability is aimed at the new teaching,and few study focus on the cultivation of scientific reasoning ability of students in review lessons.However,"College Entrance Examination Investigation Report" emphasizes that the examination content should be changed from "examination of knowledge"to "examination of ability".Therefore,this paper designs a teaching model for senior physics review lessons of grade three in order to culti vate students’ scientific reasoning ability.Secondly,to enhance the science of design,the quality level of scientific reasoning ability described by Chinese curriculum standard is chosen as the tool for classifying the ability.Design test paper,and take the third-level test proposed by Professor Fangxia Guo’s team as the reference.Then,design test paper scoring criteria,and analyze the level of students’ scientific reasoning ability.Finally,teaching cases are designed according to the physics teaching model and teaching interventions are carried out on students.Changes in students’ scientific reasoning ability levels are analyzed through test paper data in order to verify the effectiveness of this teaching model in promoting students’ scientific reasoning ability.The results show that the teaching model takes effect efficiently for the lower level of scientific reasoning ability,and more time is needed for the cultivation of higher level of scientific reasoning ability.