Research On Physics Teaching Design In Senior High School Based On PBL

In a number of guidance documents issued by the Ministry of Education in 2021,schools in all regions are required to adhere to the fundamental task of building morality and cultivating people,strengthen the education of innovative talents,and develop the core literacy of students.In the traditional teaching mode,grades are used as a single evaluation method to meet the above requirements.Therefore,the Ministry of Education requires schools in all regions to improve the evaluation methods,promote the reform of diversified evaluation,and strive to overcome the tendency of "only grades,only higher education".Introducing a new education and teaching model is an effective way to promote the pluralism of evaluation.In the research,the author found that the PBL teaching mode,as a student-centered and problem-based teaching mode,has its unique advantages in process evaluation,which is in line with the current trend of basic education reform.In reading the research literature on the PBL teaching model,it is also found that some researchers have shortcomings in the design of PBL questions.The first requirement and the basic concept of "high school physics curriculum content should focus on the connection with production and life,modern society and scientific development" are deviated.Therefore,this paper attempts to conduct a research on PBL teaching design focusing on PBL questions and process evaluation materials,hoping to provide teaching reference for front-line teachers.This paper summarizes the theoretical basis and advantages of the PBL teaching model by sorting out the research status of PBL teaching abroad and at home,and makes a prescriptive definition of the PBL model.Through the questionnaire survey,it is known that there are the following problems in the current high school physics teaching:(1)Students lack problem awareness.(2)Students cannot use physical knowledge to solve practical problems.(3)The learning efficiency of group cooperation is low.(4)Teachers have a single way of evaluating students’ academic achievements.In response to the first two problems,this paper firstly analyzes and summarizes the elements and processes of PBL according to the curriculum standards and teaching materials,and proposes three principles of life,situational and cutting-edge PBL problem design.According to these three principles,this paper puts forward some suggestions on the problem design thinking of PBL teaching.Aiming at the latter two problems,this paper designs PBL process evaluation materials.In order to expand the ideas of teaching design,this paper takes the chapter "Curve Motion" as an example to summarize the PBL problem elements in the textbook and put forward suggestions on the number of PBL problem designs.Finally,a concept class and a law class of high school physics are selected to design a PBL lesson plan.Through teaching case analysis,the actual effect and process evaluation effect of PBL teaching design in this paper are tested,and the conclusion is that "PBL teaching is better than traditional teaching in cultivating students’ analytical ability and solving practical problems".The PBL process evaluation materials designed in this paper can also diagnose the students’ classroom learning status in time,understand the individual differences of students,and enable each student to continuously improve.This research enriches the principles of problem design and process evaluation ideas in PBL teaching design,and also promotes the attempt and application of PBL teaching model in high school physics teaching.