Design And Practice Of High School Physics Law Teaching Based On Problem-driven Strategy

With the implementation of the “talent power strategy” in China,cultivation of the highest innovative talents has become one of the important issues.Implement the cultivation of innovative talents in high school physics courses.The Secretary General has published a strategy to deeply implement the new era of talent power,accelerate the construction of talent centers of global importance and create new heights.Emphasizing that talent is the key to independent innovation,carrying out innovative education,cultivating students’ innovative thinking ability,and releasing creativity has become an important task in today’s education and teaching.《The General High School Physics Curriculum Standards(2017 Edition)》highlights the dominant position of students.One of the basic concepts of curriculum standards is that teachers should guide students in autonomous learning and promote the diversity of teachers’ teaching methods.This study attempts to combine problem driven strategies with high school physics law teaching.In the physics classroom where problem-driven strategies are applied,teachers only play a guiding role while students are the learning subjects,leading them to carry out learning activities driven by a series of issues.This research is based on the teaching of physics in secondary schools.Using literature retrieval methods,this article analyzes relevant national and international literature on problem-driven strategies and explains the educational value of problem-driven strategies in physics teaching.Aiming at the research topic,the author defined the concepts applicable to this study such as problem driven strategy and teaching of physical laws,provided theoretical support for empirical research.The main elements of a problem-driven strategy are proposed on a theoretical basis.The question design strategies in the question posing process include:(1)Understanding the students’ preconceptions;(2)Set up appropriate problem situations;(3)Select the type of question;(4)Reasonably plan the number of issues.The question elicitation and thought-provoking strategies in the problem-solving process include:(1)Selecting appropriate questioning methods;(2)Fully grasp the opportunity to ask questions;(3)Clever response strategies;(4)Set the classroom blank.The main contents of empirical research include:First,a questionnaire survey was conducted among 201 students and 38 teachers to understand the current situation of applying problem-driven strategies in the teaching of physical laws.The survey results show that the problems existing in teachers include:(1)Imbalance in the proportion of problem types;(2)The number and content of problems are not reasonably planned;(3)Insufficient guidance when responding to students;(4)There is a classroom phenomenon of “asking instead of punishing”;(5)Students’ waiting time is relatively short;(6)Insufficient time for students to ask questions.Most students have problems that lack the spirit of scientific inquiry and weak problem-solving abilities.Secondly,aiming at the current situation of implementing problem based strategies and the main problems in middle school physics classes,a teaching design based on the laws of physics for problem based strategies was developed.Using Newton’s Third Law as the teaching theme,implement a problem driven strategy to guide students through the process of scientific inquiry.After the teaching practice of Newton’s Third Law,students were interviewed for the teaching effect.By analyzing the obstacles encountered by students at different levels in implementing problem driven strategies in the classroom,this paper summarizes the commonly used problem driven strategies in the teaching of physical laws.The interview results show that the combination of problem-driven strategies and physical law teaching improves students’ problem-solving ability and autonomous learning ability,but there are individual differences in the improvement of students’ scientific inquiry spirit.