Practice Of Using Visual Teaching To Improve The Ability Of Physics Thinking Of Senior High School Students

This article for the new lesson change to background,visual teaching to improve students' physical thinking ability.the brain is the foundation of students thinking,but because of the complexity of the brain,brain activity is very difficult to depict accurately and comprehensively.Through a visual teaching,this article aims to guide students to draw on all kinds of figure from macro focus on students' active construction of knowledge and thinking process,mainly including the process of image thinking and abstract thinking process,thus improving the students' physical thinking ability.From one form to the realization principle,realization principle to form combination,pay attention to the evaluation and improvement of the layer order of thinking.and by setting the situation,lets the students experience positive thinking process,in turn,make its own perception thinking development,comprehend the deep connotation of knowledge,experience the wonderful thinking and eeriness,gave birth to their innovation ability.First through the literature method to understand the physical thinking ability training as well as the visualization research status,and through the questionnaire survey to know the practice school new curriculum reform of physical thinking in the process of the present situation and the classroom teaching of attention.Then,expounds the three basic forms of physical thinking,as well as the students in the learning concept of law and so on advanced skills in the process of wisdom to undergo two leap of thinking,that is,from the perceptual concrete to the abstract is the first leap of thinking,from abstract thinking to concrete is the second leap of thinking.And then to the overall scheme using visualization to improve students' physical thinking ability is analyzed,from the essence of physical thinking ability,analyze the feasibility of using visual teaching.Combined with thepractice school class changes the status quo,student questionnaire survey result to visual teaching strategy.classroom practice,first of all,is a teacher for learning and teaching material analysis,finding the learning concept of law itself used physics thinking methods and contains the physical ideas.Teachers make the visual teaching design.Then,in the classroom,through the design situation,seting up problem,guides the student to develop students' thinking ability by knowledge visualization.Finally,part of the work for students to display and analysis,and evaluation.The end of this article through to the two parallel class before test and after test results were analyzed,and the physical thinking ability test,inspection,and a comprehensive evaluation of physical knowledge emotional attitude questionnaire.Use of Excel software programming of the collected data for processing and significance test.Practice conclusion: through analysis of student achievement prior to the test after test,the experimental class is higher than that in comparative classes a average 2.88 points,through the Z test found two classes formed obvious sex difference.through Classroom observation and the analysis of the examination paper took,foundthat the experimental class analysis,summary,comprehensive ability is better than that in comparative classes.Later,the two class with "physical thinking ability test",the resultis that the experimental class of abstract thinking ability and the image thinking ability and that in comparative classes form the obvious difference,sensibility thinking ability has not been a sex differences.Finally,through the questionnaire survey of students,the final conclusion is obtained.In general,the practice is successful,to student's learning motivation,learning interest,and the attitude for knowledge has a positive impact,the thinking ability raise has also made certain progress,but there are also many problems worthy of reflection.