The Exploration And Practice Of Teaching Strategies For Cultivating Students' Profound Thinking Qualities In High School Physics Teaching

Thinking is the core of intelligence and ability,and the quality of thinking is the reflection of students’ thinking ability.Cultivating the quality of thinking is the breakthrough to develop intelligence,and it is also the inevitable path to implement the core quality and promote deep learning.As the foundation of thinking quality,the level of profound thinking greatly affects the development of the other four thinking qualities,so it has become the focus of attention of large numbers of educators,and its importance is self-evident.Based on literature research,this paper further discusses the connotation of profound thinking,makes a detailed analysis of the depth,breadth and difficulty of three aspects of profound thinking,and summarizes manifestations of high and low level of profound thinking.Second,from the senior high school physics teacher classroom video database,I selected concept class,law class,experiment class and review class to observe and compared the teaching videos of many teachers in the same subject.I selected eight teaching cases that are conducive to the cultivation of profound thinking.Starting from manifestations of profound thinking,I analyzed which teaching strategies were used to develop students’ profound thinking,put forward four teaching strategies to improve profound thinking: questions leading in physics teaching,the construction of physical knowledge and the penetration of physical thinking method,students’ selfreflection and error correction,application and summary of physical knowledge,illustrated the implementation of the key points of every teaching strategy.Thirdly,the teaching strategies proposed in this study to develop senior high school students’ profound thinking were applied to physics teaching practice,good teaching effect achieved.