The Study On The Cultivation Of Students' Problem Consciousness In Physics Teaching Of Grade One Of High School

The remarkable character of education, in 21 century, is the innovation within it. The innovation, here, results from problems which could improve the development of the anthropic society. Therefore, we must attach great importance to cultivate the innovative ability of our students. The problematical consciousness plays an indispensable role in the activity of human thoughts and cognitions. China, at the present time, is carrying out the new curricular reform in our elementary education, and the disquisitive learning model, which is developed with the deep reformation of the curriculum, is taken into consideration as one of the most essential study styles. The disquisitive learning model requires students to discover, inquiry and solve learning problems through their studies, and it put much importance in the students'problem consciousness. The students'problem consciousness, as a result, plays a vital role in this learning model. To cultivate, consequently, the students'problem consciousness accommodate the needs of our society and the new curricular reform in our elementary education, and it should become one of the most fundamental teaching tasks in our school.This paper is trying the author's best, based on the essence of the"problematical consciousness", to discuss the meaning of the"problematical consciousness in physics". In this paper, the"problematical consciousness in physics"is defined as a thought state (including doubt, bewilderment, anxiety, criticism, curiosity, inquiry), which results from some difficult and doubtful problems of physics in practice or in theoretics. These problems are often felt by our students in their physical cognitive activities, such as their learning of physical conceptions, laws and techniques, their developments of some skills and their ability to solving physical problems. The thought state defined here can impel students to positively think and continuously bring forward and solve many more problems. At the same time, the theoretic foundations and the criterion of evaluation, in the cultivating of students'problem consciousness in physics teaching, are, in the eye of the philosophy, psychology and pedagogics, also discussed. In this paper, the ability of the students'problem consciousness is evaluated from the ability of their doubts, bewilderments, anxieties, criticisms, curiosities, inquiries, which are represented in their physical cognitive activities, and it is quantified for the better evaluation. We find the problematical consciousness of students in the grade one of high school have been on the low level after our investigation on their ability in this aspect. Following, based on the investigation, we analyze the reasons influencing their ability of the problematical consciousness, and, in theoretics, chiefly study the significance, principle and the feasible teaching model with respect to cultivating the students'problem consciousness in physics teaching. In this paper, we propose that the students'problem consciousness in physics can be, through the teaching model—"designing physical problem situations","doubting the physical problem situations","analyzing and guessing","conflicting between the new and old cognition and searching the holdback for the problems","producing new scientific problems and strengthening the problematical consciousness", effectively cultivated from every dimensionality discussed in the definition of the"problematical consciousness in physics". As a consequence, the students'problem consciousness in physics can be, as a whole, cultivated and improved. In the last section of this paper, some experiments followed by the teaching model we propose in this study are performed, and the whole conclusion of our study is also be presented.From the experiments, we discover that, firstly, the students'problem consciousness in physics can be trained and cultivated; secondly, the level of the problematical consciousness in physics of the students, who are trained by the teaching model we propose in this study, is obviously higher than the level of it in those who are taught in the traditional way.