Research On The Current Situation Of High School Students' Physical Thinking Representation Ability And Answering Normative Ability

The ’Primary High School Physics Curriculum Standard’ released in 2017 puts forward the key ability to focus on developing students’ ability to adapt to social changes.The improvement of their abilities has gradually become the main goal of cultivating middle school students in China.Because of the long-term use of physics exercises in physics teaching in China,There has been a huge contradiction between this model and the key abilities required by students.How to resolve this contradiction?It is unrealistic and irrational to completely abandon physical exercises.The author believes that a teaching researcher who can adapt to the changing times should be Can use physics problem resources in a scientific way to achieve the purpose of developing student abilities and accurately assessing student abilities.Thinking core,as the core of intelligence and abilities,is an important aspect of student abilities.At the same time,characterization serves as the basis for thinking in the brain.At the same time,it is also a tool for thinking presentation,which has been widely concerned.Therefore,we use exercise resources to study the physical thinking representation ability,that is,the study of the direct factors affecting students’ ability to solve physical problems is very necessary.At the same time,it is also very important to study the standardization of students’ answers,that is,to study the important factors that affect the accurate reflection of students’ ability levels.On the basis of previous studies,this study includes the six dimensions of physical thinking,including the ability to perceive physical materials,the ability to master and use physical models,logical reasoning,the ability to use mathematical tools,and to master the use of relativity.Ability and the ability to use physical knowledge flexibly,research and analysis of the ability to represent,at the same time from the five parts of the subjective answer content,including text descriptions,letter symbols,necessary equations,calculation process and results,mathematical methods used Based on the research and analysis of the normative aspects of the answers,based on the conclusions of the study,teaching suggestions to improve the ability of students’ physical thinking representation and the normative level of the answers are provided to provide reference for front-line teachers.The main work of this research is:(1)Formulate the physical thinking representation ability and the relevant test questions that are standardized,and formulate the corresponding evaluation metrics:the author divides its representation ability levels from the six dimensions of physical thinking,including comprehensive representation,incomplete representation,and unrepresentation Then,combine the specific test questions to determine the corresponding evaluation metrics;at the same time,divide the level of the standardization of the answer from the normative requirements of the answer contained in each part of the answer content,including full standard,partial standard and non-standard,combined with specific Test questions to determine the corresponding evaluation gauge.(2)Investigation on the status of the physical thinking representation ability and the standardization of the answers in high school:145 students from a key middle school in Chongqing were selected as samples,and the samples came from three classes of experiment class 1,experimental class 2,and ordinary class.The half-term test is combined with testing and data collection.The data is processed using Excel and SPSS software,analyzing the physical thinking representation ability of the surveyed subjects and the status of the standardization of the answer,and the students’ academic performance and physical thinking representation ability test and the standardization of the answers Correlation analysis of the scores,and finally,gender difference analysis of the physical thinking representation ability test and the normative scores of the answers.The study concludes as follows:(1)The representational ability of high school students’ physical thinking is relatively low,which needs to be further improved(2)The level of representation ability of all aspects of physical thinking is unbalanced.The two aspects of logical reasoning and flexible use of physical knowledge have the lowest representation ability of physical thinking,while the perceptual ability of physical materials has been understood and the representation ability of using physical models is relatively high(3)At present,high school students are at a relatively low level in terms of answering standards,which is far from the required standard.The normative performance of the students in the text description is the worst,and the relatively good performance is the standard of the letter symbol.(4)On the whole,the students in the experimental class have better representational ability of physical thinking than those in the ordinary class,and do better in the normative aspect than those in the ordinary class.(5)There is a significant positive correlation between the representational ability of middle school students’ physical thinking and their academic performance,and there is a positive correlation between their standardized level of answering questions and their academic performance,but the correlation coefficient is not high.(6)There is no significant gender difference between the representational ability of physical thinking and the normative ability of answering questions,that is,boys and girls are similar in the representational ability of physical thinking and the normative ability of answering questions.