Research And Practice Of High School Physics Teaching Design Based On Problem Orientation

The release of the 2017 edition of physics curriculum standards in ordinary high schools marks that the main goal of physics classroom teaching has become the cultivation of students' core qualities in physics.In addition,the limitations of traditional teaching-style teaching on the development of students' creative thinking,as well as the needs of students' all-round development,and the effective combination of problem-oriented teaching and actual physics classroom are of great help to improve students' interest in classroom learning and strengthen the connection between physics knowledge and real life.Teaching design is the front end of teaching activities,the arrangement of reasonable and effective teaching design,to better complete the teaching objectives,the application of problem-oriented teaching in high school physics teaching design,for teachers and students,is both a challenge and an opportunity.This paper is mainly divided into the following parts:(1)through the investigation of literature,understand the meaning of problem-oriented teaching and domestic and foreign research situation and other relevant contents;(2)based on the interview records of teachers,this paper summarizes the understanding of students' pre-concept,teachers' lesson preparation,classroom teaching status,and students' after-class extension,analyzes the actual physics classroom teaching status,and lays a foundation for the optimization of problem-oriented teaching practice.(3)conduct in-depth research on the cognitive structure and physical thinking characteristics of high school students,and summarize the classroom entry point and implementation methods based on problem-oriented teaching;(4)study high school physics textbooks and course standards,combine the three elements of problem,student and teacher in problem-oriented teaching with the principles and characteristics of problem-oriented teaching,compile teaching design,and apply it to specific physics classroom teaching;(5)by comparing and analyzing the case practice effect of problem-oriented teaching with that of traditional teaching-oriented teaching,it is found that problem-oriented teaching is more effective in cultivating students' physical core accomplishment and physical problem representation ability,which indicates the superiority of problem-oriented teaching;(6)conclusions related to the practice process of problem-oriented teaching in high school physics,and sorted out some thinking and further research problems found in the research process.