Research On The Influence Of Teacher’s Teaching Representation On Senior High School Students’ Physics Problem-solving Abilit

In the research of physics teaching,the improvement and cultivation of students’ physics problem solving ability has always been a hot issue of research,which has derived many teaching paradigms based on problem solving,which has large space for exploration and has important research value.In the current classroom teaching practice in primary and secondary schools,as a new teaching mode,the problem solving mode has been carried out as fire as tea.But research on how to design teaching can improve students ’physical problem solving ability,not the teacher teaching representation and students’ physical problem mechanism of in-depth discussion,and the depth of the research widely distributed in all kinds of teaching mode of practice research,in order to update the traditional teaching mode,improve the efficiency of students’ physical problem solving ability.However,in order to achieve innovative results,it is necessary to explore how teachers ’teaching representation affects students’ problem-solving ability from the root cause,which requires empirical research.This paper is oriented by research problems,refers to the relevant research results of teachers’ teaching representation,physical problem representation and physical problem solving ability,and theoretically constructs the causal relationship model among the three.This paper uses qualitative analysis to explore the types and methods of the teaching representation of physics teachers,and explores the structural elements of their teaching representation.On the basis of constructing the evaluation index framework of the teaching representation of physics teachers,the teaching representation scale of physics teachers perceived by high school students is evaluated from the perspective of students.Combined with the adaptation of high school students physical problem solving ability scale and physical problem characterization test volume,clear the physics teacher teaching representation on the influence of high school students physical problem solving ability,to clarify the teachers’ teaching representation,students physical problem representation and physical problem solving ability causality,and through analyzing the influence path,put forward some targeted teaching Suggestions.The study conclusions are summarized as follows:(1)In terms of the evaluation index system of teaching representation of physics teachers,combining with the characteristics of physics subject,the first-level index of teaching representation of high school physics teachers is constructed,which are linguistic representation,auxiliary representation and operational representation.Using NVivo11 software to carry out qualitative research of classroom recording materials,and construct the secondary index of teacher teaching representation system.The evaluation index system of physics teachers’ teaching representation constructed in this institute comes from the combination of theoretical analysis and practical classroom,which makes all indicators based on teaching practice and ensures the rationality,scientific and discipline of the evaluation index system of teaching representation of physics teachers.(2)In terms of measuring tool research: compiled the high school students perceived physics teacher teaching representation questionnaire and the high school students physical problem solving ability questionnaire,pretest and formal test,on the basis of the previous test questionnaire results,revised formal questionnaire,the validity index,reliability index reach the measurement standard,form good validity good measurement tools.(3)In terms of influence mechanism research: the structural equation model analysis method is applied to verify the rationality of physics teachers ’teaching representation model and the physical problem solving ability model of high school students,and explore the effect of physics teachers’ teaching representation and its sub-representation on the physical problem solving ability of high school students.It is concluded that the teaching representation of physics teachers has a great effect on the physical problem solving ability of high school students.The direct effect value is 0.705,and the direct effect value is 83.43%,which supports the existing research view and adds the empirical basis for the study of the relationship between the two.This study innovatively obtained the influence mechanism of teacher teaching representation on the physical problem solving ability of high school students.The direct effect values of linguistic,auxiliary and operational representations were 0.383,0.445 and 0.393,respectively,and the direct effect sizes were 65.58%,71.31% and 64.64%,respectively.Among the sub-representations of teachers’ teaching representation,the auxiliary representation has the greatest effect on the physical problem solving ability.In terms of the indirect effect,the physical problem representation,as a mediation variable,is partially mediated between the two,but the indirect effect is not as good as the direct effect.