Research On The Current State And Improvement Strategies Of PBL-based Teaching Of High School Physics Exercises

The world today is undergoing a great change unprecedented in a century,and the international community is full of competition,the essence of which is the competition for comprehensive national power,which is ultimately the competition for talents.Cultivating students’ core literacy has become the main theme of deepening basic education reform in the new era in China.The innovation of education and teaching methods is conducive to improving the quality of talent cultivation and optimizing the talent structure.In recent years,teaching based on PBL(Problem Based Learning)has attracted much attention.On the one hand,it can respond to the real needs of current educational practice,and on the other hand,it can enhance effective communication between teachers and students and improve the quality and efficiency of teaching.Based on the concept and perspective of PBL teaching,this study examines the current situation and problems of teaching high school physics exercises,and proposes targeted solutions and practical countermeasures on this basis.This study explores the structural elements,teaching characteristics,implementation process and implementation strategies of PBL teaching based on the existing research on PBL teaching,combined with constructivist learning theory,nearest developmental zone theory and Bruner’s discovery learning theory,and designs questionnaires from four dimensions of context creation,exercise design,teaching implementation and teaching effect to investigate the current situation of PBL-based high school physics exercise teaching and its The questionnaire was designed to investigate the current situation and problems of PBL-based high school physics exercises.Through exploratory factor analysis and validation factor analysis,the predetermined model was compared with the measured model,and the overall fit of the model was good,indicating good reliability and validity of the questionnaire,which laid a certain foundation for the reliability of the survey findings.The study indicates that in the teaching of high school physics in the survey sample schools,there are problems in the teaching of high school physics exercises based on PBL,such as the lack of students’ ability to construct knowledge,the low degree of application of PBL teaching in the teaching of exercises,and the lack of effectiveness of teaching feedback.The study found that there are three main reasons for the problems through questionnaires,interview surveys and teaching practice experience: first,teachers’ inappropriate understanding and application of PBL teaching,and difficulties in classroom implementation;second,teachers’ design of questions is not enough to mobilize students’ thinking,and students’ ability to construct knowledge is insufficient;third,the teaching evaluation is single,and the effectiveness of teaching feedback is insufficient.In view of the problems,this study combines the interviews with teachers and students,and proposes the following countermeasures on the basis of the current situation: first,give students more time for independent learning in class,and let them explore and discuss their learning in class as much as possible;second,improve the relevance of teaching preparation,in terms of teaching objectives,teachers should teach according to "materials",and in terms of teaching contents,teachers should teach according to "materials".In terms of teaching objectives,teachers should teach according to "materials",in terms of teaching contents,they should choose appropriate and diversified teaching materials,and in terms of teaching implementation,they should pay attention to the logic and authenticity of the problems;thirdly,they should improve the effective feedback of teaching effects,adopt diversified evaluation methods,and conduct evaluation as comprehensively and objectively as possible.The application in high school physics teaching practice shows that the countermeasures proposed in this study have some positive effects on enhancing the effectiveness of high school physics exercises,which can provide some reference for high school physics exercises teaching.