Research On Physical Modeling Based On Students In Different Situations

Physics is a discipline that stems from real life,returning to life,and serving life.According to the proposition of the "Ordinary High School Physics Curriculum Standards(2017 Edition)",the context of the test questions must be problematic,authentic,exploratory or open.In order to evaluate students' core literacy of physics,it is necessary to create a variety of real situations with a certain degree of complexity and openness as the task context of the test questions.It can be seen that the situational test questions are the direction advocated by the new curriculum standards,and the real situation of daily life as the proposition material is also a trend in recent years.So when students solve real-world problems,they must learn to abstract the main factors in the real situation,discard the secondary factors,and form a simplified and idealized physical model that contains the essence of things,that is,students should learn to Physical modeling in real situations.However,most of the traditional teaching is to simplify the model to teach.So what is the difference between a student's physical modeling in a real situation and an abstract simplified situation? How to improve students' physical modeling ability in combination with real situations? How can teachers solve related physics teaching problems and design feasible teaching design solutions? This article has conducted investigations and studies on these issues.This research uses the literature research method to understand the research status of physical modeling and real situation teaching at home and abroad,as well as related theoretical knowledge.Questionnaire survey was conducted to investigate the physical modeling of students in Grade 1 and Grade 2 in real situations and in simplified situations.According to the investigation situation,the physical modeling teaching design based on the real situation is designed,and the suggestions and precautions about the teaching design applied to the classroom implementation are obtained,as well as the methods for students to solve such problems.These include the selection and acquisition of materials,pre-class preparation and classroom teaching suggestions,problem proposition suggestions,and student problem-solving methods.In the classroom teaching,teachers can draw physics knowledge according to the real situation,and then stimulate students to understand physics knowledge and discover problems through problem thinking,student experience,student experiment,and model transformation training.Theteacher's classroom teaching can be carried out in the following steps: the new course is imported,combined with the real situation material,the material source can be picture or video.The theoretical knowledge part is combined with the real situation in real life to explain.In the experimental part,experiment demonstrations or student experiments were conducted using real physical laboratory equipment.Classroom training allows students to abstract a simplified model from a physical map and a real situation map,idealize the model,and then build a physical model.Classroom exercises,select topics with real situations for students to practice.To a certain extent,this research can provide some reference and enlightenment for the majority of educators to improve students' ability to solve problems in physical situations,develop teachers' teaching level and cultivate students' physical modeling and analysis and solve physical problems.