Dilemmas And Case Studies On The Application Of Process Sketch In Learning High School Physics

Process sketch is often used in physics teaching as an auxiliary tool,which has the characteristics of visual and intuitive,and can make the problem-solving process more accurate and convenient.Using process sketches not only helps students to better understand physics concepts and laws,build a clear picture of physics,give students an intuitive visual experience,help students to clarify their thinking and better analyze the physical process,but also improves students’ problem-solving ability and efficiency,and helps to develop students’ reverse thinking.However,based on the observation during the internship,it was found that students had many problems in the application of process sketch,and the application effect of process sketch was not ideal.In order to solve the problems,it is necessary for teachers to understand students’ difficulties in using process sketch and help them make full use of this learning tool to better learn high school physics.The study firstly introduced the relevant research background and current situation,giving the concept of process sketching,and explained the psychological basis of process sketching application,the representation theory of combining numbers and shapes,as well as the theory of meaningful learning,which were regarded as the theoretical basis of this study.Then,this paper investigates the difficulties existing in the application of process sketch in high school physics learning process through questionnaire survey,teacher interview and author’s analysis of real cases.The results of the survey revealed that high school students have positive attitudes toward using process sketching to learn physics,but there were various dilemmas that make them give up using process sketching.The main dilemmas of the students were as follows: problems with image analysis of physical processes and inability to draw correct diagrams;problems in image selection;problems in force analysis;time-consuming process sketching;inability to extract useful information from the topic;drawing skills need to be improved;insufficient mastery of physical laws and meanings;weak mathematical foundation;and weak abstract thinking and logical reasoning skills.This study analyzed the causes of the above-mentioned dilemmas faced by students,and then proposes corresponding countermeasures to solve them.The main reasons for students’ dilemmas in learning secondary school physics using process sketches as shown below: solidification of students’ ways of thinking;poor understanding of the physical laws and concepts represented by process sketches;insufficient understanding of the role of process sketches and insufficient practice of process sketches;inadequate mastery of basic physical knowledge;weak foundation in mathematics and inability to combine number and shape;irregular diagramming and weak diagramming skills.Weak analytical calculation ability,logical reasoning ability and abstract thinking ability;lack of systematic learning method of process sketching.Accordingly,the corresponding countermeasures were proposed: Emphasizing multiple solutions to a problem and highlighting the superiority and importance of process sketching to solve problems.Paying attention to demonstration and explaining the correct method of drawing diagrams and using techniques at the right time.Strict training,arranging appropriate time for classroom practice in the classroom to standardize diagramming.Strengthening the connection between images and experiments;focusing on teaching the physical meaning of images.Categorizing images and conducting thematic training.Finally,we solved the students’ dilemma of using sketching process through the three examples,involving the question 25 in "Electromagnetism",the experiment of "verifying which factors are related to amperage" and "images of vibration and waves".The results of this study are intended to elicit a number of ideas and draw attention to the dilemmas students face in using process sketching to solve physics problems,as well as to provide scientific references for optimizing classroom teaching to facilitate students’ better learning of physics.