Study On The Characterization Of Physical Mechanical Problems In High School

The problem representation is a very important learning ability in the learning process of the students,whether the correct representation of the problems is the key to solve the problem quickly and effectively.This is mainly reflected in the following two aspects:first,if the problem is represented properly,the difficulty of solving the problem will be reduced.Secondly,the better the problem characterization ability,the more favorable the solution strategy is to solve the problem.Therefore,in practical teaching,it is of universal significance to improve students' problem-solving ability from problem representation.Test is the most commonly used methods of teaching evaluation in the teaching,it is the objective and standardized measurement of the existing academic subjects,which is the most commonly teaching evaluation tool,used to evaluation whether students reach the cognitive goals.There are some disadvantages of traditional academic level test,such as the workload of teachers and students' homework.Of this study is to explore the physical test question classification of students' physical learning diagnosis and evaluating the effectiveness,measure the characteristics of the students' physics problem representation,and search for convenient and efficient way of high school physics teaching evaluation.To achieve the research purpose,this study choose 200 senior middle school students in Guang'an middle school of Sichuan province as the subjects,by the "mechanics question classification test" as the research material.Use the questionnaire survey,to study the high three students of high school physics mechanics problem representation,and then processed the data in both qualitative and quantitative analysis.Results:(1)students with significant differences in physical performance have significant differences in their physical problem characterization ability;There are significant differences in physical performance of students with significant differences in physical performance.(2)the students' physical achievements were significantly positively correlated with their performance on physical problems at the level of alpha=0.01.The specific performance is:students with better physical performance have stronger physical problems representation,and their representation tends to be deeper.The stronger the physical problem representation,the better the physics academic level.The significance level of the physical performance of the eugenics(alpha =0.05)was lower than the poor students of the physical problem(alpha =0.01).(3)to conduct physical problem classification test for students,and to make diagnosis and evaluation of students' physical learning situation.And the test method is compared with the previous physical educational level,more convenient and efficient,can let the high school physics teachers more clear understanding of the different classes and students' physics learning,targeted teaching.Therefore,it can be used as a new teaching evaluation method of middle school physics.Through the analysis of the conclusions,the following high school physics problem teaching Suggestions are put forward:First,to strengthen the initiative of students' physical problem representation,to form a good way of thinking.The students' learning style has certain influence on the physical problem representation,which is mainly reflected in the abstract general thinking characteristics.Therefore,the physics teacher should understand the student's learning style,and teach the students the general method to solve the physical problem:the first step,read the question,form the initial representation of the physical problem;The second step is to list the equations according to the physical principle;The third step is to perform mathematical operations;The forth step is to test the results.Let students develop a good habit of thinking step by step.Second,in practical teaching,middle school physics teachers should guide students to construct the knowledge structure in the field of physics and cultivate the consciousness of students' knowledge classification.Teachers in the teaching process should be emphasized inner content and the deep structure of physical problems.In this way,students will develop good habits,to make appropriate sample activated in physics problem solving,and establish the correct characterization quickly.Thirdly,it pays attention to the accumulation of students' professional knowledge and the construction of good problem structure.In our study,physical expertise is the most important factor in the representation of students' physical problems.The more firm the students master the physical concepts and laws of physics,the easier it is found that the problem of deep structure and realize the problem solving depends on cognitive field construction,to deep characterization of physical problems.Fourth,focus on the cultivation and training of students' metacognitive ability.The research of education psychology shows that metacognitive ability is an important psychological factor affecting students' problem-solving.In the same way,metacognitive ability will play an important role in the process of physical representation of students.Fifth,high school physics teacher can test the student with physical problem characterization testing timely and appropriately,to have a clearer understanding of the different classes,different students' physics learning and conduct targeted teaching.