Practical Research On Improving Students’ Scientific Thinking By Demonstrative Teaching ——Take The Moving Part Of The High School Physics Curve For Example

The core quality element of physical scientific thinking puts forward more clear requirements for cultivating people.How to cultivate students’ scientific thinking in teaching is a hot topic for scholars and front-line teachers.The purpose of this study is to explore the teaching mode that can cultivate students’ scientific thinking,so as to promote the process of the new curriculum reform.Argumentation teaching is a teaching method that allows students to experience the argumentation process similar to that of scientists,understand the scientific concept and essence,and promote the development of thinking.In chemistry and biology,there have been relevant studies to confirm argumentation teaching,but there is little empirical research in physics,the core discipline of science curriculum.In order to better improve students’ scientific thinking in high school physics curriculum,constructing a new argumentation teaching model and cultivating students’ physical scientific thinking is a very meaningful practical teaching activity.The practical research on cultivating students’ scientific thinking in physics argumentation teaching in senior high school adopts the methods of literature research,questionnaire survey,case design and teaching practice to make a practical research on two parallel classes in the first grade of Yang Zheng school in Qingzhen City,Guizhou Province.A pretest questionnaire is set up before the beginning of the next semester of senior high school to investigate the current situation of scientific thinking.Through the analysis,there is no significant difference between the two classes.Taking the physics test scores of the two classes at the end of last semester as the pre-test scores,the average score of the experimental class before the experiment is 52.3 and the average score of the control class is 52.5.It can be seen that the average scores of the two classes are close.After a semester of practical research on argumentation teaching,I conducted a post-test on students’ scientific thinking.The result analysis shows that there are significant differences in scientific thinking.The improvement of scientific thinking in the experimental class is significantly higher than that in the control class,which shows that argumentation teaching is helpful to improve students’ scientific thinking.The average score of the post-test in the experimental class was 65.6 and that in the control class was 61.3.After a semester of practical research,through the comparison of physics scores,it is found that the physics scores of the experimental class are significantly higher than the control class,indicating that argumentation teaching is also helpful to improve students’ physics scores.