Research On The Teaching Design And Practice Of Problem Solving Based On The BOPPPS Model

In physics teaching,problem solving helps students consolidate physics concepts and regulations,master and understand physical methods,and promote the development of students’ skills and thinking ability.In order to change the “full classroom” and dull classroom atmosphere and improve students’ ability of solving problems,this study focuses on how to improve the students’ participation and ability to solve problems.Based on the BOPPPS model,this essay explores the process of solving physical problems and puts it into practice.This study sorts out relevant literature about the BOPPPS model and problem solving teaching by searching literature and combing literature,and takes constructivist theory and self-organizing representation theory as the theoretical basis.The concepts of “physical problem solving teaching”,“problem solving ability” and “BOPPPS model” are defined.The study conducted a questionnaire survey among high school students to understand their problem-solving ability.This research adopted the form of face-to-face communication with teachers to obtain the development of problem solving and teaching.According to the survey results,problem solving steps and the six links of the BOPPPS model,the design of high school physics problem solving teaching are built based on the BOPPPS model.The study selects the high school physics textbook “The Application of common point force balance conditions” to carry out high school problem-solving teaching design.This study applies the teaching design process to high school physics teaching.After that,the main work of this study are as follows:First of all,with the student questionnaire survey,this study can understand the existing situation of high school students’ ability to solve physical problems,and find that students have insufficient master of problem solving methods,and the ability to reflect on problems needs to be improved.By interviewing the students,this study can understand the existing teaching situation of solving physical problems in high schools.It is found that teachers have the awareness of cultivating students’ problem solving ability,but due to the heavy teaching tasks and class time restrictions,the teaching effect is not significant.Secondly,according to the survey results,the four steps of physical problem solving and the six steps of the BOPPPS model,the teaching links of high school physics problem solving based on the BOPPPS model are designed: Bridge-in+Pre-assessment—Objective—Participatory—Post-assessment—Summary;In the participatory link,the study cultivates students’ ability to understand and characterise,promotes students to develop the habit of scientifically analysing and solving problems,and gives full play to students’ subjectivity.Referring to the above six links of problem solving teaching,the teaching design is carried out with the Application of Common Point Force Balance Condition,a compulsory high school physics course(2019 edition).The problem solving class is divided into five teaching sessions: Bridge-in+Pre-assessment—Objective—Participatory—Post-assessment—Summary.Among them,students review the physical knowledge in the Bridgein+Pre-assessment link,understand and characterise the problem in the participatory link.Students evaluate and reflect problems in the Post-assessment and Summary link.Finally,to explore whether this teaching process can improve the teaching status of problem solving and whether it can improve students’ physics problem ability,this study is put into practice in high school physics classes.By testing the teaching effects through students’ interview and physics limited time practice,the results show that the teaching of high school physics problem solving based on the BOPPPS model improves the teaching status of physics problem solving,and has a positive impact on students learning,which is shown in the following three aspects:(1)Through student interview,it is found that the teaching of high school physics problem solving based on the BOPPPS model is operable,so that the problem solving teaching classroom is carried out in an orderly manner.(2)This study has improved students’ classroom concentration and greatly mobilized the students’ learning enthusiasm,and improved the phenomenon of classroom tedium.(3)Through the analysis of students’ time-limited practice results,it is concluded that the problem solving teaching based on the BOPPPS model improves the teaching status and students’ ability to solve physical problems.