Practical Research On Problem-guided Teaching Method In Physics Class Of Senior One

Based on the traditional teaching method,high school physics is difficult to teach,ordinary high school physics new curriculum standard for teaching and teaching evaluation Suggestions are given,emphasizing teachers in teaching design and implementation process should be pay attention to creating problem situation,reasonable and effective design problem of the dialogue between teachers and students to help students to establish the physical concepts and laws of physics,so as to break through the teaching difficulties and achieve the core accomplishment,so I use problem orientation teaching method applied in the high school physics class,for teaching practice research.The aim is to improve the teaching efficiency and level of teachers,improve students' academic performance,train students' physical thinking and construct correct physical concepts.Based on a questionnaire survey of 32 high school physics teachers,this paper tries to find out the current situation of their application of problem-oriented teaching method.Based on the practice research of problem-oriented teaching in the last two semesters,the teaching strategies of problem-oriented teaching method are preliminarily explored.At the same time,through the questionnaire survey of 54 students,to understand the students' learning effect after applying the problem-oriented teaching method.By observing the students' classroom performance and recording the students' innovative trends of classroom thinking after class,we can preliminarily understand whether the inquiry-oriented teaching method can exercise students' physical thinking and construct correct physical concepts.Application problems in the teachers guiding type teaching method,the results show that the teachers pay attention to save more than enough time for as long as the class students,pay attention to listen to the students answer,give students the opportunity when the teacher,using the method of knowledge frame and triangle loop setting questions to guide students,multi-purpose "rhetorical method" answering questions after class,can timely understand the minds of students dynamic,rapid effective breakthrough teaching difficult point,at the same time exercise students' physical thinking ability and help students construct the correct physical concepts.On teaching practice,the results show that: through the lateral performance analysis found that the teaching method can improve the student's academic record,behind twice a month to take an examination of the teacher in the classroom to consciously use knowledge frame or mind mapping to help students in a timely manner and comb each section knowledge,adhere to the teaching practice for three months,promote students' learning effect is more obvious.In terms of students' learning,the results show that most students like this teaching method,which has the effects of improving the preview efficiency,reducing class sleepiness,promoting students' thinking,improving students' thinking,analysis and logical reasoning ability,etc.