Cultivating High School Students Based On Thinking Class Experimental Research On The Ability To Solve Physical Problems

In recent years,the continuous reform of basic education curriculum and the concept of new curriculum reform have promoted the development of various innovative talents training models.At the same time,thinking-based classroom teaching has gradually received the attention of relevant researchers and front-line educators.In a sense,students learn physics so that they can use the knowledge and principles of physics to analyze and solve various physical problems.As high school physics knowledge is the most basic part of high school physics knowledge,it is very important for students to learn high school physics knowledge.This article takes the first grade as an example and conducts thinking-based classroom teaching to train high school students' physical problem solving ability.This paper uses a combination of theory and practice.Theoretical research part: sort out the related research content of thinking classroom teaching and students' physical problem solving ability through literature research methods,summarize the research status of this topic;define the concepts of thinking classroom teaching and physical problem solving ability;elaborate the theory of analytical constructivism,"Triangular structure" model and thinking classroom teaching theory.Practical research part: Use questionnaires and physics industry performance as research tools,compile questionnaires and test their reliability and validity;design and implement thinking classroom teaching cases based on thinking classroom teaching models and related theories;experiment before and after thinking classroom teaching The data of the physics class and the physics problem solving ability questionnaire scores of the class and the control class were used for data collation and analysis.Through data analysis,this study draws the following three conclusions:Conclusion 1: The use of thinking classroom teaching to cultivate the ability to solve physical problems of freshman students has a certain effect;Conclusion 2: Among the three dimensions of physical problem solving ability,the improvement in the two dimensions of "methods and strategies for dealing with physical problems" and "quality of solving physical problems" is more significant,and in the "attitude towards physical problems" The increase in dimensions is relatively small;Conclusion 3: There is no gender difference in the use of thinking classroom teaching to cultivatethe physical problem solving ability of freshman students.