A Practical Study Of Continuous "Problem Situation" Teaching In High School Physics

Under the fundamental requirement of cultivating moral character and educating students,the overall goal of high school physics curriculum is to further enhance students’ core literacy in physics.The "National Curriculum Standards" point out that creating scenarios for teaching plays a key role in cultivating students’ core literacy in physics.The establishment of physics concepts,exploration of physical laws,and application of physics knowledge to solve specific problems all rely on the creation of scenarios.Therefore,teachers should pay attention to scenario creation in the process of instructional design and implementation.Through literature review and questionnaire surveys,it has been found that the problem scenarios currently created by teachers lack hierarchy and structure,which may make it difficult for students to understand and hinder deep thinking,resulting in low efficiency in classroom teaching.Based on the overall goal and implementation approaches of the high school physics curriculum standards,as well as the shortcomings and challenges faced in problem scenario teaching,the author proposes the research topic of "The Practice and Research of High School Physics Continuous ’Problem Scenario’ Teaching."This study conducts questionnaire surveys on the current status of high school physics problem scenario teaching from the perspectives of both students and teachers.Based on the relevant theories and practical research of problem scenario teaching,and according to the characteristics of high school physics content and students’ cognitive laws,the theoretical foundation of high school physics continuous "problem scenario" teaching is constructed.The topics of "Newton’s Third Law" and "Weightlessness and Overweight" in the compulsory textbook of Guangdong Education Edition are selected,and continuous "problem scenario" teaching cases are designed and implemented.The pre-test and post-test scores of the experimental group and the control group are compared.The results show that continuous "problem situation" teaching can improve students’ achievement to a certain extent,so as to improve the quality of physics classroom teaching in high school.The continuous "problem situation" provides a new perspective for teachers to carry out situational teaching,and provides a practical path for implementing the development of students’ core literacy in physics.