A Preliminary Study On Improving Students' Scientific Reasoning Ability In High School Physics Teaching

The development of students’ core literacy is an important goal in the reform of basic education curriculum reform.Scientific reasoning,as an important part of scientific thinking in the core literacy of physics,is an active topic in the field of scientific education research.First of all,on the basis of studying the relevant literature and absorbing the relevant research results,this paper sorts out the related concepts of scientific reasoning ability.Scientific reasoning can be divided into five categories: conservative reasoning,proportional reasoning,control variable reasoning,deductive reasoning and combinatorial reasoning.And we defined scientific communication and discussed the relationship between scientific reasoning and scientific communication.Secondly,we selected the test papers of the second grade of JL middle school and the sample of the students’ answer for text analysis.The results show that the students’ scientific reasoning level is generally good,but the students’ performance of different reasoning types is not balanced.In addition,the students in each grade segment have different tendency errors in the three major reasoning elements of basis,mode and thinking.Thirdly,based on the results of theoretical discussion and the practice of physics teaching in senior high school,five forms of scientific communication,namely dialogue,scientific reading,audio-visual media,data expression and written expression,are put forward,which are integrated into physics teaching in senior high school.And the implementing principles are given.Fourthly,according to the conclusion of investigation and the scientific communication form and implementation principle,the teaching design cases of scientific communication for improving students’ scientific reasoning ability are completed,taking "mutual inductance and self inductance" and "alternating current" as subjects.We carried out the teaching practice of "mutual inductance and self inductance" in three classes.Finally,in view of the above teaching practice,we have carried on the practice effect analysis by the form of the classroom feedback and the teacher comment.