Investigation And Research On After-school Exercises In High School Physics Textbooks

Textbooks are the most basic and important teaching resources.As an important part of textbooks,exercises after class should be fully utilized in teaching.However,teachers and students seldom use them in actual teaching,which leads to the waste of textbook resources.Therefore,it is of great significance to find out the reasons through the investigation and analysis of the exercises after class and to improve them.Through literature research,the paper sorts out the three functions of cognition,detection and development.A physical exercise research system is constructed,which includes both exercise structure and content setting.The structure setting has two dimensions: exercise number and chapter structure,and the content setting has six dimensions: cognition level,problem representation mode,content scene,knowledge content level,response mode,and openness level.In addition,the literature study has some Suggestions to improve a lot of physics exercises theory,lack of specific instances of improvement,so the author to summing up the purpose of the exercises design,level,typicality,situational,and exploring the basis of the five principles,combined with the problem analysis and problem sets using the results of the survey,exercises after class instances of entire chapter made a try to improve.By analyzing the problems in the column of "problems and exercises",which is a compulsory subject of high school physics in pep edition(the third edition),it is found that there are 4.7 problems in each section on average,and the number is reasonable.Only the exercises after the festival did not set the exercises at the end of the chapter,the chapter structure is not perfect.Exercises to the knowledge of the examination accurate,and daily life close;However,the problem sets are characterized in a single way,with low authenticity and high closure.The survey also found that teachers generally recognized the classic,authoritative and scientific nature of after-class exercises.However,since after-class exercises pay more attention to the foundation and lack of difficulty gradient setting,they are seldom used in after-class homework.In order to get the attention and use of the exercises after class,it is necessary to improve the exercises.Firstly,the design framework of exercise is determined from four aspects: problem location,knowledge point,cognitive requirement and cognitive behavior.Secondly,combined with the analysis results of after-class exercises and the results of teacher interviews,four improvement strategies are proposed,which are enrichment of exercise types,extensiveness of content scenarios,authenticity of problem solving and diversification of representational methods.In the end,the five exercises of the compulsory course "description of motion" are improved,and the last exercises of the chapter with different difficulty gradient are added.Due to the different levels of students,it is difficult to take care of every student no matter how perfect the exercises are.Therefore,teachers should teach students according to their characteristics and level,develop after-class exercises twice,and use after-class exercises in a diversified way to give full play to the value-added effect of exercises.