A Research On Developing Students' Logic Thinking By "Making Sounds Exercise" In Senior High School Physics Teaching

Fostering the students' logic thinking is not only the requirement of the new elementary education curriculum reform, but also the requirement of the current situation of high school students, and, still, it is the requirement of students' further development as individuals. The recognition characteristics of the high school students and the characteristics of the physics itself often make senior high school physics teachers ponder over a question, that is: How is students' logic thinking fostered more effectively? However, when students analyse and solve problems, the process of their logic thinking is invisible, and we can't directly figure out the process of their thinking from their visible performance. Therefore the question discussed in this thesis is how to manifest students' thinking process by conducting "Think-aloud Exercise" so that teachers can find out their logic deficiency, and then, by conducting "Think-aloud Exercise" again, correct the wrong ways of students' logic thinking and lead them to the right path, thus developing their logic thinking. Moreover, in the process of implementing the "Think-aloud Exercise" experiment, some practicable teaching tactics in high school physics teaching can be explored. It is just on the basis of this concept that this thesis comes about.This thesis researches on the significance and the value of "Think-aloud Exercise" through a series of "Think-aloud Exercise" experiments in a relatively long period directed at senior-high students in different layers of academic performance in Grade 3, and by using comparative teaching approaches. The thesis is sub-divided into seven parts: the first part illustrates the thought basis from different angles, and also paves the way for further research. The second part defines the concepts concerning this thesis and makes a detailed description of "Think-aloud logic Exercise". The third part, with reference, to students' recognition characteristics and the characteristics of the physics subject itself, analyzes the practicality of "Think-aloud Exercise" in high school physics teaching, thus, illustrating the feasibility of developing students' logic thinking by conducting "Think-aloud Exercises". The fourth part illustrates the purpose and approaches of the research. The fifth part is the core part of the thesis, developed through a series of teaching experiments, each detailing the whole design, the procedures, the concrete exercise plan, the research group members, the content of the exercise, the concrete measures, the record of the experiment process, etc. Finally a conclusion is drawn based on the records and analyses of the experiments and we can discover the most common logic defects in the process of solving physical problems. The sixth part examines the whole experiment process in retrospection and raises practicable teaching tactics in discovering and developing students' logic thinking. Some of the tactics can both be applied to "Think-aloud Exercise" and class teaching. The last part illustrates two problems which need clarifying: one is that the thesis places emphasis on the development of the students' logic thinking but no negligence to the cultivation of their creativity; the other is that it shows the existing problems in this research and prospect of development.