Research On The Model Construction And Promotion Strategy Of Senior High School Students’ Physical Questioning Ability

The development of the 21 st century society requires the cultivation of talents with core qualities.Specifically for physics,the core literacy of physics requires physics education to cultivate talents with scientific thinking ability.Physics questioning ability is an important part of scientific thinking ability and an important index to measure students’ scientific thinking ability.It can be said that physical questioning ability is the key ability for citizens to make wise decisions in production and life.Because the training effect of physical questioning ability is hidden and latent,and the evaluation of physical questioning ability involves many fields such as pedagogy,psychology,measurement and statistics,the evaluation of physical questioning ability has always been a difficult problem.High school is an important period for the formation and development of students’ physics questioning ability.Scientific evaluation of high school students’ physics questioning ability and analysis and exploration of influencing factors of physics questioning ability have important guiding significance and reference value for the cultivation of students’ physics questioning ability and the improvement of physics education quality.This study first analyzes and integrates domestic and foreign researches on physical questioning ability,clarifies the relationship between physical questioning ability and scientific inquiry ability,scientific reasoning ability and innovation ability,and extracts the main characteristics of physical questioning ability.By referring to the existing scientific thinking model,the cognitive process model of high school students’ physical questioning behavior is constructed.The process of proposing the physical questioning behavior of high school students requires the participation of internal information space,external information space and activity space.These three Spaces carry out three interactive links of information extraction,contradiction recognition and contradiction feedback driven by attitude.Secondly,by analyzing a total of 9 core literacy standards at home and abroad,as well as the requirements related to physical questioning ability in physics or science curriculum standards,it is proposed that the external manifestation of physical questioning ability mainly manifests from three dimensions: tendency to raise questions,discovering problems that can be raised,and questioning behavior.The internal ability elements can be divided into four structural elements: independent thinking ability,information evaluation ability,problem representation ability,and self-reflection ability,And further sort out the relationship between various sub abilities,and construct a theoretical model of high school students’ physics questioning ability.Next,based on the theoretical model of high school students’ physics questioning ability constructed,an evaluation index system for high school students’ physics questioning ability is established,and an evaluation tool for high school students’ physics questioning ability is developed.Based on the hypothesis of influencing factors of high school students’ physics questioning ability,an evaluation tool for the influencing factors of questioning ability is developed.Analyze and revise the evaluation tool through trial testing to ensure its effectiveness.On this basis,using selfdeveloped evaluation tools,high school sophomore students were selected to test their physics questioning ability and its influencing factors.The survey results showed that high school sophomore students’ physics questioning ability had three main problems:imbalance,shallowness,and limitations,with overall poor performance.By building a structural equation model of the influencing factors of senior high school students’ physical questioning ability,we found that: 1.Happiness and self-efficacy in the process of physics learning are closely related to the development of students’ physical questioning ability,which has a positive role in promoting;2、 The ability of students to question physics is related to the breadth of their physical knowledge reserves;3、Teaching methods will promote the development of students’ physical questioning ability through influencing their psychological factors.Finally,based on the results of the survey and research,combined with teaching practice,strategies are proposed to enhance high school students’ physics questioning ability: firstly,change teaching concepts and make physics questioning ability teaching more explicit;2、 Cleverly setting conflicts to stimulate students’ questioning behavior;3、 Develop targeted exercises to develop physical questioning skills in practice;4、Expand the perspective of physics and establish an open dynamic physics knowledge system.