Research On The Influence Of Teaching Based On Spatial Visualization Technology On Physical Problem Solving

In the continuous development of physics,spatial visualization plays an important role.Studies have shown that Newton’s laws of motion,Einstein’s theory of relativity and other processes discovered in physics all make extensive use of visual/spatial reasoning.In addition,most physics problems involve visual presentation in the form of graphs,diagrams,or physical models.Therefore,spatial visualization plays an important role in solving physical problems.Teachers often use spatial visualization technology to teach physics,so as to help students solve physical problems.However,little attention has been paid to the relationship between spatial visualization and physical problem solving.Therefore,it is of great practical significance and practical value to explore the influence of teaching based on spatial visualization technology on students’ physical problem solving.Most of the existing researches focus on the influence of knowledge visualization on physics teaching or focus on the use of some spatial visualization technology in the teaching of new physics courses.Although some scholars have also done research on the application of visualization in physics problem solving,it is still not systematic and comprehensive.Therefore,this study focuses on the impact of spatial visualization technology on physics problem solving,explores the deep causes of the impact,and proposes suggestions for physics teachers in problem solving teaching.Based on relevant literature,this paper puts forward the following two questions:(1)What is the correlation between spatial visualization ability and physical problem solving ability of high school students,whether there are differences between different genders and grades,and how to explain these differences.(2)Whether the teaching design based on spatial visualization technology can be used to facilitate students’ physical problem solving..In response to the problems raised,the following assumptions are made:(1)there is a correlation between high school students’ spatial visualization ability and physical problem solving ability;(2)The use of spatial visualization technology to assist teaching can promote students to solve physical problems.Based on the above research hypothesis,three studies are carried out in this paper.In the first study,the spatial visualization ability and physical problem solving ability of high school students were investigated and the correlation between them was examined.In this study,303 students from different schools were selected as subjects,and questionnaires were issued to test spatial visualization ability and physical problem solving ability.This paper analyzes the differences between senior one and senior two students,boys and girls in two kinds of abilities,explores the correlation between students’ spatial visualization ability and physical problem solving ability,and seeks to explain the reasons for the difference and correlation.In study 2,appropriate spatial visualization technology is selected according to the actual situation,and teaching design is carried out based on certain teaching principles.The teaching content is determined to be the exercise course of "Motion of charged particles in complex field",and the teaching object is senior three students.According to the selected teaching content and teaching objects,this study finally selected VPython as the spatial visualization technology assisted teaching tool.Finally,according to the characteristics of VPython and teaching content,the teaching design is carried out.Study 3 carries out teaching experiments based on the teaching design of Study 2.In this study,two classes at the same level were selected as subjects to teach three exercises respectively on the same content,namely,the motion of charged particles in a complex field.The experimental class uses VPython for auxiliary teaching,while the control class uses conventional teaching methods,namely,making courseware and drawing blackboard for teaching.The result of the last physics question at the end of the second semester of the second year of high school was taken as the pre-test result,and the result was taken as the post-test result after the teaching experiment and another test question,and the difference between the two was tested to explore the practical effect of spatial visualization technology on the solution of students’ physics problem.After three studies,the following conclusions can be drawn:(1)Both spatial visualization ability and physical problem solving ability score of boys are significantly higher than that of girls,and the overall level of boys is higher than that of girls.(2)Whether it is spatial visualization ability or physical problem solving ability,the scores of senior two students are significantly higher than those of senior one students,and the level of senior two students is higher than that of senior one students.(3)There is a moderate positive correlation between spatial visualization ability and physical problem solving ability of high school students,and the correlation coefficient is 0.424.The correlation between spatial visualization ability and physical problem solving ability of middle and high level students is higher,the correlation coefficient is 0.490.(4)After the teaching experiment,both the experimental class and the control class improved the performance of students in physical problem solving,and there was no significant difference between the experimental class and the control class in the post-test results.(5)The post-test scores of high-level students in the experimental class are significantly higher than those of high-level students in the control class,and the post-test scores of girls in the experimental class are significantly higher than those of girls in the control class.