Research On Ill-structured Problems In Physics Teaching For Junior High School

Junior High school students will encounter a variety of problems during their learning and life,and their growth is often accompanied by a continuous problem-solving process.As a matter of fact,students' learning activity is a process of discover problems,representing problems and solving problems.Learning begins from questions,and then it is developed in the process of analyzing problems and the ability is got as problems are solved.In middle school physics teaching,teaching activities of well-structured problems have studied through a long stage of development.However,ill-structured problems are important as a supplement of well-structured problems in the education field,especially in subject instruction.With the development of basic education curriculum reform,improvement of students' ability on analyzing and solving problems becomes increasingly important in education and teaching activities.The purpose of introducing ill-structured problems in physics teaching is to stimulate students' creativity,and develop students' ability of solving problems.This paper consists of six parts.The first part introduces the research background,research status at home and abroad and research methods.On the basis of literature research,the second part describes the concept and basic theory of ill-structured problems.The third part analyzes the results of investigation in junior high school physics teachers' cognition and attitude to ill-structured problems.Based on pedagogy and psychology theory,in the fourth part,elaborate the Value and strategy of introducing ill-structured problems in junior high school physics teaching,and some typical cases are selected from physics concepts and laws teaching,physics experiment teaching,physics exercise teaching,and details the ill-structured problems of the junior high school physics teaching.Suggestions and requirements are proposed in the fifth part to introduce ill-structured problems in junior high school physics teaching.The sixth part is the conclusion and prospect of this thesis.Through this research project,conclusions are obtained.Studies suggest that ill-structured problems in middle school physics teaching is beneficial to cultivate students' thinking and innovation ability,and it also helpful for mental development of middle school students.For physical concept teaching,physical experiments and physical exercises,educators should develop students' skills for solving ill-structured problems,and enhance students' ability to solve practical problems.Educators should select different types of ill-structured problems according to different curricula in junior high school physic teaching.