Research On The Application Of Problem-based Learning In High School Physics Teaching

In recent years,scientific research and innovation have made the rapid development of science and technology,as a result,the demand for innovative talents in the entire society is increasing day by day.And the cultivation of talents relies on school education,which makes our education and teaching face severe challenges.However,influenced by traditional teaching ideas and pressures for further studies,many classrooms are still taught by teachers,students are mainly listening,students' ability to explore independently,problem-solving abilities,and innovative abilities have not been effectively developed.Therefore,problem-based learning can be introduced into high school physics teaching.Students solve problems through self-inquiry and cooperation,and learn the scientific knowledge behind the questions,so as to form problem-solving skills and improve self-learning ability.This study focuses on how to apply problem-based learning to high school physics teaching.First of all,through reading relevant literature,we will understand the current theories and researches related to problem-based learning.Based on this,the problems existing in the application of student questionnaires and teacher questionnaires based on problem-based learning in high school physics classrooms were formulated.Data analysis was used to draw conclusions.Problems in the student's perspective: failure to build problematic systems,poor problem solving skills,formalized group discussions,and inefficient classrooms.Problems in the perspective of teachers: Students cannot be well-guided,and it is difficult to balance classroom effectiveness and efficiency.Next,an interview syllabus was developed for the problems existing in the application and interviews were conducted with teachers.The causes of these problems were analyzed and the teachers proposed relevant strategies for solving the problems.Then the methods of optimizing problem-based learning in high school physics teaching are given from three aspects: teaching preparation strategy,classroom implementation strategy,and after-school reflection strategy.Afterwards,the effectiveness of the optimization strategy was examined through teaching experiments.Contrast classes and experimental classes were selected.After four months of experimentation.The students' physical performance and physics interest in the experimental class were significantly higher than those in the control class,the degree of classroom activity and completion of homework assignments are stronger than those of the control class.It can be seen that the application of optimization strategies is effective for improving the application of problem-based learning.Finally,it proposes further improvement strategies in combination with teaching experiments.It also shows how to apply problem-based learning to high school physics classes in the form of relevant teaching fragments in actual teaching and provides readers with demonstrations.Through the research,we can see that the application of optimization strategies based on problem-based learning can help problem-based learning to be better applied to physics teaching.It can not only improve student's classroom learning efficiency,but also train students' thinking and innovation abilities,at the same time,it promoted the professional development and capacity growth of teachers.