Practice Of Using Visual Teaching To Cultivate Senior High School Students'Ability To Analyze Original Physical Problems

The teaching ideas of original physics problems have been developing since they were put forward.It is always worth our in-depth study to find out which teaching methods teachers can adopt to help students analyze and solve original physics problems better.This paper proposes to integrate visual teaching into the teaching of original physical problems to improve students' ability to analyze and solve original physical problems,and by the means of teaching practice and educational experiments to study the feasibility and effect of using visual teaching to cultivate high school students' ability to analyze original physical problems.The first part of this paper is theoretical research.This paper analyzes the reasons why the original physics problems are not ideal for students to solve,and combs through current research status of visual teaching and original physics problems at home and abroad in detail.Combined with the concepts of visual teaching and original physics problems,this paper discusses the theoretical basis of using visual teaching to cultivate high school students' ability to analyze original physics problems,and provides theoretical support for the research of this paper.The second part is teaching design.Based on the visual representation method of visual teaching and the self-organizing representation theory of original physics problem solving,this paper puts forward the basic way and process of using visual teaching to assist students to analyze original physics problems and improve their ability to analyze problems.Including:(1)Using intuitive diagrams,animations,videos and so on to help students form the correct physical representation;(2)Using schematic diagrams and other diagrams to develop students' ability to use graphical representation tools;(3)Using mind maps to help students build knowledge system;(4)Using logicalthinking diagrams to cultivate students' divergent thinking in solving problems;(5)Using visual inquiry tasks to cultivate students' higher-order cognitive thinking.Combined with the sailing boat headwind problem and the truck speeding problem,this paper expounds the concrete operation process of using visual teaching to assist high school students to analyze the original physics problem.The third part is teaching practice.In order to test the current situation of high school students' ability to analyze original physical problems,the practice adopts the program of “two groups before and after test”,and give out the original physical question papers and the pre-test of questionnaire before the teaching practice.After that,I started teaching practice.I explained the original physics problems by using the visual teaching method in the experimental class,and I adopted the conventional teaching method in the control class.After five months of teaching practice,through the post-testing of the original physics question papers and questionnaires,I compared whether there was a significant difference in the results of the experimental class and the control class,and analyzed whether the students' ability to solve the original physics question was improved.The results show that:(1)Visual teaching can assist students to form the correct physical representation,and then help students to construct idealized models to improve their ability of abstract representation in analyzing original physical problems.(2)Visual teaching can improve the ability of students to apply graphic representation tools,and then accurately transform the representation form of the problem to improve their ability of image representation in analyzing original physical problems.(3)Visual teaching can help students effectively construct the physical knowledge system,and the formation of the knowledge system plays an important role in cultivating students' physical representation ability,so visual teaching can improve students' ability of physical representation in analyzing original physical problems.(4)Visual teaching can cultivate students' divergent thinking,and divergent thinking is an important thinking method in the analysis of original physical problems,so visual teaching can improve students' ability of method representation in the analyzing original physical problems.(5)Visual teaching tasks can develop students' higher-order cognitive thinking.The process of students' drawing is not only a process of deep integration of knowledge,thinking and ability,but also a process of analysis,evaluation and deep understanding of knowledge,so that students can learn to use higher-order thinking to think problems,and thus have the ability to solve original physical problems creatively.In short,teachers can use visual teaching in the teaching process of original physics problems,sequentially optimize design thinking and teaching process.And it can promote students' deep thinking,develop students' higher-order cognitive thinking,cultivate students' ability to apply physics knowledge to solve original physics problems,and develop students' core qualities of physics.