Research On Application Strategy And Teaching Effect Of High School Physics "Problem Driven" Teaching Mode

According to the requirements of the new curriculum standard,for the physics teaching in middle school,the students' abstract ability,thinking comprehension ability,independent analysis ability,and spatial imagination ability need to be cultivated.Many physics experts and scholars feel that "the root of exploring thousands of things comes from the question." Physicists even think that "the essence of physics is the problem."Einstein also suggested that " more important than solving a problem is the ability to ask a question." Throughout the past and the present,the whole history of the development of physics and the progress of the development of human history are precisely because there are "problems" that drive the physics of the predecessors to persevere in physics and meticulous research.Then,for high school physics,reforming classroom teaching to improve efficiency and greatly improve students' thinking and creativity,it requires extensive physics teachers to think deeply.The "problem" is the main line of the"problem-driven" teaching model,and the cultivation ability is the purpose of the"problem-driven" teaching model.The high school physics adopts the "problem-driven"teaching mode,which can improve the classroom efficiency.The learning atmosphere of the students in the classroom is more intense.Not only the physical achievements have been improved,but also the skills of students to analyze problems have been significantly strengthened.What follows is that students' self-learning physical ability is improved,their potential is excavated,and their innovative thinking ability is exerted.Teachers encourage students to ask questions on their own and develop their ability to"tare to ask questions" and "can ask questions" so that they can bring problems into the classroom and leave the classroom with new questions.A good physics class,an excellent physics teacher,is not in the form of a big bag in the classroom,let students accept themselves,learn knowledge,but to inspire and encourage them to exercise students' awareness of questions.How to effectively support the "problem-driven" and create a good learning environment is also an important direction of this research.Through theoretical analysis,this thesis continuously studies the classroom.Based on the student's questioning situation and the teacher's questionnaire,through questionnaire survey,it is found that most students' problems are not ideal and generally poor.Some students have vague ideas.They don't know where the problem comes from.They don't know how to express their own problems systematically.Some students are too timid and shy to ask questions,and they are afraid of being looked down upon by teachers.More students think that the teachers in the class can understand them clearly,and whenever they do,they will not be able to start The questionnaire shows that there are only a handful of teachers who feel that their classrooms have been very efficient.Most teachers agree with the "problem-driven" teaching model.They feel that if the classroom creates a problem-solving scenario,they can reasonably ask questions,then process the learner's answers and guide students to deal with the problems.Classroom efficiency can be improved.At the same time,the two classes of Li Zhaoji Middle School in Shunde District,Foshan City,Guangdong Province were followed up in two classes,comparing teaching cases and practical research,recording the results of the mid-term and final exams,and then analyzing them.The research in this thesis shows that the "problem-driven" teaching mode can get students' recognition of high school physics classrooms and physics teachers compared with the traditional teaching mode.And more traditionally taught teaching,the"problem-driven" teaching model also allows students to easily understand physics,learn physics more efficiently and happier.