The Study Of Abstract Thinking Ability In Senior High School Physics Concept Of Teaching

Physics is a basic science, which studies the fundamental structure of matter, the mostcommon interaction of substance, the general motion law of materials, and the use ofexperimental means and ways. It is the social revolution that let physical education changefrom “master the scientific” to “understanding the science”. The basic characteristic of thisstage is to reach the goal of comprehend science by students themselves. Physics courseeducation purpose should be emphasized on students’ scientific literacy training, theirconscious ascension of learning, and science understanding. It is imperative to emphasisstudents’ abstract thinking training in this stage. Abstract thinking is one of the mostimportant consideration， which can be used to collect information, put forward physicalproblems, process information, set up physical concept, systematize the physical knowledge,and solve the problems of physical effectively in the physical teaching. Good abstractthinking habit can lay solid foundation, and develop good scientific exploration spirit forstudents’ lifelong learning.Based on the concept of physics teaching research theory, combining with related abstractthinking, this paper discusses the practice of training abstract thinking on the frontline, andpurposes a feasible method after class. Firstly, based on physical teaching concept foundationin nearly20years, this paper proposes the necessary change of "concept teaching" to "createconcepts"; Secondly, discussing the concept learning approach in the guidance of the abstractthinking theory in high school; Thirdly, with "magnetic phenomenon and magnetic field" asan example, expounding the concept training in the teaching process and summarizing afterclass. Finally, determining that concept abstract thinking ability training in teaching can getfrom four aspects:The first, from the perspective of a curriculum standard, the teachers provide thenecessary but prayerfulness situation to make the students experience collecting informationand putting forward the process of physical problems. The second, defining the concept ofphysical after searching for phenomenon information. The third, generalization andclassification by systemizing physical knowledge in a logic ways. Finally, we can through independent research experience to establish the relationship between the concepts of process...