Research On The Application Of PAD Class In The Teaching Of Problem-solving In Senior High School

With the advancement of basic education curriculum reform and the rapid development of society,higher requirements are put forward for students' problem-solving ability.The traditional teaching mode mainly focuses on lecturing and ignores the cultivation of students' problem-solving ability.Therefore,many educators begin to explore the new teaching mode.In 2014,Professor Zhang Xuexin proposed the teaching mode of the PAD Class,which is divided into two parts,with one part for teachers' teaching and the other part for students' discussion and learning.Once proposed,this teaching mode has attracted great attention in various disciplines.Therefore,this paper explores the application of divided classes to solving physics problems in senior high school,and tries to explore new ideas to improve the ability of solving physics problems in senior high school by using the PAD Class.This paper first explains the research background and research status quo,and then designs a questionnaire including the physical problem solving ability,attitude and other dimensions to investigate the current situation of the physical problem solving ability of fresh students of Li Shui high school,and puts forward teaching strategies to improve the physical problem solving ability in different classes.Through the questionnaire,it is concluded that high school physics problem solving ability is weak,which is embodied in:(1)Students have weak ability to solve physical problems,especially the ability to analyze physical processes and the ability to simplify complex problems.(2)Students' attitude to solve physical problems is not firm enough,and they lack the subjective initiative to solve problems and the summarizing ability to solve problems.(3)Students' ways of solving physics problems are not diversified enough.When encountering problems,students tend to communicate with each other,and there is less interaction between teachers and students.According to the above situation of students' problem-solving ability,this paper puts forward the strategies to improve the students' problem-solving ability of physics by using divided classes:(1)Teaching in class: effective introduction and deepening of goals;Reasonable teaching,reasonable white space.(2)In the process of internalization and absorption: the reasonable formulation of "bright,test,help" task;Make efficient use of modern information platforms.(3)In class discussion: enrich the discussion content;Create an atmosphere for discussion.Through the comparative analysis of the experimental class physics results before and after the experiment,it is found that the experimental class has a greater improvement in physics results than before the experiment,which can improve students' physics results and improve their ability to solve physics problems.In terms of the attitude toward physical problems,students' willingness to participate and awareness of the problem are significantly improved,but the degree of effort of students is not significantly affected.In the way of dealing with physical problems,the students' independent learning ability and the level of cooperation and communication have been greatly improved;In terms of the quality of physical problem solving,the students' ability to summarize and reflect,the ability to analyze problems and the level of knowledge transfer and application improved significantly.The innovation of this paper lies in the research entry point,there is less research on the teaching of divided classroom and problem solving.Combining with the teaching practice of physics,this paper studies the possibility of improving the students' physical problem solving ability by the PAD Class,which has a certain novelty.