Junior High School Physics Theme-based Teaching Mode And Practical Research Based On Scientific Thinking

The "General High School Physics Curriculum Standards(Revised Edition 2017-2020)" and the "Compulsory Education Physics Curriculum Standards(2022 Edition)" successively put forward the concept of scientific thinking,and school education is increasingly inclined to use various teaching methods to cultivate students’ thinking.However,the current teaching still faces the dilemma of being detached from students’ actual development,with the teacher-centered approach prevailing and the student’s role not adequately emphasized.Therefore,it is necessary to explore the thematic teaching model to cultivate middle school students’ scientific thinking.Therefore,this paper first uses the literature research method to review the research status,theoretical basis and related concepts of "scientific thinking" and "theme-based teaching",and clarifies the elements and horizontal division of "physical science thinking".Then,the educational experiment method,questionnaire method and interview method are used to focus on the teaching status of practice schools,and construct a theme-based teaching mode of "six modernizations"before teaching,"eight links" in teaching and "four steps" after teaching.Select the "Ohm’s Law"unit themes-"The relationship between current and voltage and resistance","Ohm’s law","Application of Ohm’s Law in series and parallel circuits" and "Measurement of resistance" four typical themes,and design "low starting point,small slope,step" teaching;Set up experimental group(theme-based teaching)and control group(traditional teaching)to compare and evaluate the starting point,end point and development process of students’ scientific thinking.The teaching experiments showed that the average scores of the experimental group before,during and after teaching were 0.83,5.37 and 2.37 points higher than those in the control group,respectively,and in the single test of learning in the four theme courses,the experimental group was higher than the control group in model construction,scientific reasoning,scientific argumentation and questioning innovation,and the total score difference of theme 4 was as high as 5.37 points,and with the advancement of teaching,theme 3 and 4 were significant<0.05,indicating that there was a significant difference between the experimental group and the control group.The average score of the experimental group was 8.57%higher than that of the control group,the proportion of"excellent" was 2.86%higher than that of the control group,and the average score of the experimental group at the end of the period was 5.71%higher than that of the control group,which indicated that theme-based teaching improved the learning effect and various scientific thinking abilities of the experimental group.Practice has shown that this approach demonstrates prominent advantages in practical research,addressing the inadequacy of cultivating students’ physical science thinking in traditional teaching methods.It promotes the development of physics thinking among ninth-grade students,enriches the thematic teaching theory of middle school physics based on scientific thinking,advances the construction of the physics discipline under the new curriculum reform,and provides a reference path for frontline teachers’ instruction.