A Basic Research On High School Physics Problem-Based On-Learning Teaching Mode

Problem-based teaching has created widespread impact in the whole world. New curriculum reform in our country also advocates inquiry learning actively. Inquiry is a kind of problem-based activity. Therefore, problem-based physics teaching comes into being in high school class. Being focused on students’ learning,problem-based teaching enhances students’ awareness of participation, improves their ability to find and solve problems and cultivates students’ innovative spirit. In a word, this teaching method is a perfect demonstration of the concept of the curriculum reform.During the four years of teaching, as a young teacher in a provincial key high school, the author has carefully read the teaching reference, syllabus as well as a large number of magazines related to physical education. Combining the research with practical work experience with students of plain level, the author carry out problem-based physics teaching model research and practice so that the students significantly improved the efficiency in class and make a breakthrough in difficult points of teaching.I first studied the related theories-constructivist theory, humanistic theory, Bruner’s discovery theory. The study found that problem-based learning and discovery learning have the same nature in the learning process because in the process of learning, they both cover setting the problems, setting the entire situation of the problems, assumptions of problems and carry out verification, found correct results.The next part is an overview of the problem-based learning, which explained the definition, connotation. On this basis, the essay puts forward how to find problems of high quality and group the problems into three levels. The first level is the issue of learning and understanding of knowledge. In the situations set in the second level, the problems that are set after each lesson are included. The third level is to carry out systematic analysis, overall integration and objective assessment of the issues.Third, by comparing the advantages and disadvantages of PBL physics teaching mode with the traditional physics teaching mode, the significant advantage of PBL in physics teaching model is that students can form an intuitive feeling of what they learn, and make an promotion in their mind while the drawback is that it takes more time and the knowledge they acquire is not strongly connected. The traditional mode not only costs less time but also the knowledge can be taught to the students with a certain degree of connection. However, the students are passive.Fourth, combined with practical work, we raised three classroom strategies by researching on high school physics class problem strategies in PBL teaching mode. The first is the issue of classroom strategies that is to refine the lessons into questions. The second problem is the scenario strategy which is to combine the book knowledge with phenomena in life, use phenomenon in production and life or student common errors to stimulate students’ interest in learning. The third is simplifying the actual problem strategy:the specific process of abstraction into idealized physical model, cultivating students’ independent ability to analyze problems.Fifth, analyze the characteristics of high school physics curriculum, integrate high school physics PBL teaching mode into the actual teaching process-including foreign cases and my own teaching cases-"static friction" and combine and analyze the positive influences that PBL physics teaching model brings, which is a combination of theory and practice. In the meantime, it states the application scope of PBL physics teaching model, generally applying only to conceptual issues, such as the "free fall", "Lenz’s law" and so on. Things like sinusoidal alternating current instantaneous value derivation, the teacher must derive them himself. When it comes to this kind of lessons, PBL is not useful.