A Case Study Of The Characteristics Of High School Physics Middle School Students

Answering physical exercises is an important part of the high school students' learning process.The process of answering exercises is a process in which high school students understand and master physical concepts and laws.It is a process of constructing their cognitive structure and an important way to detect their learning outcomes.Therefore,the teacher will find out the students' knowledge of physics through the problem teaching,find the different problems faced by different students when solving problems,and help students overcome the common problems in thinking and improve their learning level.However,in the actual teaching,the effect of the problem teaching is not good,because when the exercises are explained,the teachers pay more attention to the answering process of the exercises,and can not make targeted suggestions according to the students' problem-solving characteristics,so that students will still produce each The same kind of mistake.Based on the perspectives of cognitive psychology and physics teaching theory,this paper analyzes the problem solving,and deeply discusses the thinking characteristics of high school physics middle school students in solving problems,and provides some suggestions for the problem teaching.First of all,the author uses the literature research method to consult the literature,and communicates with the frontline teachers to discuss the preliminary model of the formation process of the understanding problem.Then,through the "Delphi Method",three first-line teachers were invited to judge and evaluate the preliminary model,and finally the model of the thinking process of the middle school biological understanding problem was established.The model divides the process of understanding the problem into four parts: understanding the meaning of the question,finding the solution,answering,and checking the four processes.The four processes are further divided into corresponding 9 sub-processes and 21 problem-solving behaviors.According to the model,the problem-solving process of the solver can be effectively analyzed.Then,based on the above-mentioned student understanding problem thinking process model,a case study of the selected four high school students is revealed to reveal the characteristics and level of the middle school biological understanding problem thinking process.The following conclusions were obtained:(1)In the stage of “intelligence of meaning”,the behavior of “retelling the meaning” of middle-class students is superior,but “line” and “labeling” are rarely used,and the quality of “painting” is poor.(2)In the “find solution” stage,medium-sized students rarely identify the types of questions through the “collective problem classifications and “doing questions” behaviors,mostly based on “trying to contact physical concepts and laws” to explore Question type.(3)In the “answer” stage,the medium-sized “force analysis” and “motion analysis” and “column equation or equation” are of high quality,which can help them accurately find the relationship between known quantity and unknown quantity.However,the quality of its "algebraic" behavior is low,and it is easy to make an unknown error due to the wrong value.(4)In the “inspection” stage,the medium-sized students will not take the initiative to check after the answer,even if they are required to be inspected,the quality of the inspection is not high.(5)The thinking obstacles frequently encountered in solving physical problems in middle school students are: exploring problem type obstacles,seeking unknown quantity obstacles,checking obstacles,incomplete problem solving process,and thinking disorder caused by irregularities.The author hopes that the conclusions drawn from this study can provide reference for improving the students' problem-solving process,improving the teaching of exercises and the teaching of physics knowledge.Therefore,at the end of the article,the author also put forward some teaching suggestions based on the research conclusions.