Research On Improving JuniorHigh School Students’ Thinking Quality By Question Chain Teaching

The physics curriculum standard for compulsory education(2022 Edition)curriculum standard clearly put forward the need to improve students’ scientific literacy and cultivate students’ good thinking habits.In July,2021,The document "opinions on further reducing students’ homework burden and after-school training burden in the stage of compulsory education" issued by the Ministry of Education points out that it is necessary to effectively reduce students’ academic burden.How to improve the efficiency of classroom teaching,cultivate the scientific thinking of students and implement the double-reduction policy is a continuous concern of the educational community.The cultivation of scientific thinking is inseparable from the questions,but in the physics classroom of junior high school,the questions set by teachers are lack of hierarchy and can not play an effective role in the value of the questions.Therefore,how to design the question chain and cultivate students’ scientific thinking is the focus of this research.To this purpose,the following work has been done.This paper has the research related to question,question chain and thinking quality,defined the concepts related to question chain,established the theories of question chain research,and provided the theoretical basis for the design of question chain.Through the classroom observation we get the picture of the situation of teachers’ question and students’ answer in junior high school physics classroom,and look for the problems existing in the classroom.Classroom observation shows that teachers have problems in question setting,such as weak design consciousness,lack of gradient in difficulty and lack of hierarchy in question setting.The students’ answers are mainly low-level and lack of enthusiasm.In order to further understand the current situation of thinking quality of junior high school students,the level scale of thinking quality has been established according to the five performance contents and main characteristics of thinking quality.Because students can better show their thinking quality when answering the original physics questions,the author has compiled the original physics questions and evaluates the students of the second grade of a middle school in Suzhou.The SPSS 22.0 software is used for data processing.The results show that the thinking quality of the students is in the medium low levels.Based on the investigation and research on the situation of teachers’ question and students’ answer in junior high school physics classroom and the thinking quality level of junior high school students,the author proposes the question chain teaching to improve the thinking quality level of junior high school students.Based on zone of proximal development learning theory,information processing learning theory and question design theory,the design principle of the question chain is determined,and the question chain is classified according to the teaching function.The process of question chain design is put forward,and different design strategies are put forward for concept class and law class.According to the design principle,process and strategy of the question chain,the teaching design of the question chain has been carried out and the teaching practice has been carried out for a semester.Once again,the test paper is prepared to evaluate the quality of thinking the students.The post-test show that the thinking quality of junior high school students has been improved significantly after the question chain teaching.Practice shows that the question chain teaching is helpful to improve teaching quality and cultivate the thinking quality of junior high school students.