Problem-oriented Teaching Practice Of Physical Experimental Review Of Grade Three In Senior High School

Scientific investigation is an important part of core literacy in high school physics and an important activity carrier for core literacy development.Conducting experimental teaching is an important way of organizing scientific investigation in high school.In recent years,the new curriculum standard,new teaching materials and new college entrance exams all pay more attention to experiments.The new curriculum standard clearly requires more knowledge content of the experimental process,and the new teaching materials are more and more focused on scientific investigation and the diversification of learning styles.The new college entrance examination is gradually strengthening the experimental examination,which includes the increase of the score,the further improvement of the ability requirements,and the strengthening of the test question scenario reform.However,from the perspective of students,the experimental ability of most senior students is still insufficient to meet the requirements of the college entrance examination.Therefore,it is crucial to strengthen the senior experimental review and seek more suitable teaching methods to cope with the experimental review for seniors.Based on the theories of the recent development zone,constructivism and pragmatism,this practice used quantitative analysis of test questions,questionnaires,interviews and other methods,aiming to improve the efficiency of experimental review for senior students through problem-oriented teaching.In the practice part,two grade three parallel classes were selected as the research subjects,with one being the experimental group and the other one being the control group for one semester.The specific research process is as follows,（1）To quantify the experimental questions in the last fifteen years of the college entrance examination through the academic quality level in the curriculum and the SOLO classification theory,so as to analyze the level of ability that the students are required to acquire in the college entrance examination.（2）A questionnaire survey of teachers’ attitudes toward problem-oriented teaching was conducted in each region to find out how teachers use the problem-oriented method in teaching and to obtain some suggestions for improving the efficiency of review classes.（3）Based on the preliminary investigation,summarize the problem-oriented teaching ideas and the process of using the problem-oriented method in physics experimental review.In practice,write the instructional design and teach according to the review schedule of the school.After the practice,compile the data of pre and post tests of students based on their classroom performance and summarize the experiment results.The practical effects were mainly quantitatively analyzed from the perspective of the tested students’ experimental ability.With the college entrance examination questions of 2014 as the pre-test and their scores from the joint examination of four cities in northern Jiangsu Province and the first mock of Suqian City in 2022 as the post-test,the test questions were classified into four levels based on SOLO classification theory.From the comparison of the pre and post test scores of the experimental class and the control class,the students in both classes gained certain improvement in the question levels of single-point structure and multi-point structure.The students’ accuracy rate of single-point structure test questions increased from about 50% to about 80%,and that of multi-point structure increased from about 67% to about 75%.At these two levels,there was little difference in performance between the two classes.The experimental class showed a more significant improvement than the control class in the associative structure and abstract extension structure.The accuracy rate of the experimental class at the level of the associative structure increased from 50% to 70%,which was a significant increase compared to the 53% of the post-test of the control class.At the abstract extension level,the accuracy rate of the control class was around 30% in both examinations,while the experimental class improved from 36% to 45%.It can be seen that problem-oriented teaching has a significant effect on the improvement of students’ associative and abstract extension structures.The findings of the study are as follows,Firstly,the problem-oriented teaching method is highly compatible with experimental teaching,and students are willing to accept this teaching mode.Secondly,the problem-oriented teaching method has significant effects on the development of students’ thinking ability,which is manifested at the level of associative structure and abstract extension structure.Thirdly,attention should be paid to the diversity and hierarchy of problem setting when using the problem-oriented teaching method,and the problem-oriented teaching method has its own advantages for solving ill-structured problems.