Practice Research On Cultivating Students’ Thinking Of Physical Science With Chart Support

Physics classroom teaching based on graph scaffold method is an efficient teaching method that can improve learning efficiency by inspiring students’ learning enthusiasm and active thinking.In the new round of educational reform,the new curriculum standards put forward the requirements of physics core literacy.The physics curriculum in junior high school not only helps students understand and master physics knowledge,but also cultivates students’ scientific thinking ability and problem solving ability.In actual physics teaching,many teachers pay too much attention to students’ memorization and repetitive practice of knowledge,neglecting the training of students’ independent thinking and analysis of problems.This leads to students’ lack of correct learning attitude and process,and inability to give full play to their own thinking advantages.Facing this situation,this paper proposes a physics classroom teaching method centered on graph scaffold,studies its application value in physics education and its role in cultivating students’ scientific thinking ability.This paper summarizes domestic and foreign research literature on graph scaffold and scientific thinking,reads books related to graph scaffold and scientific thinking,and answers the question "What is graph scaffold and scientific thinking?" It elaborates on the concepts and characteristics of graph scaffold and scientific thinking,distinguishes graph scaffold from other forms of graphics and tables,analyzes and explores the differences between graph scaffold and physics graph scaffold in subject teaching,further explores the teaching advantages of graph scaffold,and introduces the contents of graph scaffold.Deeply exploring the teaching advantages of graph scaffold,this paper answers the question "How to integrate graph scaffold into physics classroom teaching and the feasibility of cultivating scientific thinking integration." It proposes students’ exposure to thinking flaws according to graph scaffold teaching,teacher utilization of graph scaffold to construct unit network,as well as student-teacher utilization of graph scaffold to present problem-solving ideas,with an integrated strategy based on a "course introduction-teaching practice-content summary-effect feedback"four-stage classroom teaching process based on graph scaffold.On this basis,it designs three examples of teaching cases based on graph scaffold for junior high school physics Hu edition "Colorful Light",including conceptual teaching design of "Reflection of Light",review course teaching design of "Light Phenomena" and experimental teaching design of "spherical imaging lens".Based on theoretical research,this paper adopts action research methods for practical research.Taking eighth grade students of a middle school in Yunnan as experimental subjects,through carrying out teaching activities and result analysis based on graph scaffold of junior high school physics"Colorful Light" unit,it is found that the overall score of experimental class students has improved,and students have a positive and positive attitude towards the use of graph scaffold for physics teaching.Through statistical analysis and analysis of student scores,statistics of questionnaire survey data and analysis of teacher interviews,the authors found:the use of graph scaffold teaching could improve students’ learning efficiency;the teaching mode of graph scaffold could promote the improvement of students’ scores;the use of graph scaffold for learning could promote the development of students’scientific thinking.It is hoped that the insight of graph scaffold in physics teaching and the prospect of future research on graph scaffold-related physics teaching shared in this paper can optimize teachers’teaching work,improve classroom teaching quality,and cultivate students’ physics literacy.