Research On The Teaching Strategies Of The Real Situation Problems In Physics In Senior High School

The teaching of exercises has always been an important research focus in physics teaching in high school.The new curriculum standard of physics in high school not only proposed to create a real situation in the teaching content,but also proposed to design real and valuable situations in exam evaluation,to evaluate students’ core literacy objectively and comprehensively.Under the guidance of a series of documents issued by the Ministry of Education,the situation has become an important examination carrier of the core literacy of students.Testing the ability to solve the practical problems by using physical models through through real situations has become a hot trend in the proposition of college entrance examination.However,in the actual teaching,many teachers still use mechanical training methods to conduct real situation issues in physics,which leads to the phenomena of students "dead models,dead book formula",which is not conducive to the development of students’ core literacy.Therefore,under the guidance of relevant education theories at home and abroad,how to explore the effective teaching strategy for real situation problems of physics in senior high school is of great significance for cultivating students ’modeling and analyzing thinking,and improving students’ creative and practical ability.In the first and second chapters,through the method of literature research,this study summarizes the research status of test question situation and real situation problems at home and abroad,and defines three important concepts related to this study:"situation","problem situation" and "real situation problem".Then sort out the viewpoints and teaching methods of situational teaching in educational theory at home and abroad,and take them as the theoretical basis of teaching strategies proposed in this study.Based on the analysis framework of "situation typology" proposed by Xavier Roegiers,the third chapter constructs the situation analysis framework of college entrance examination physics questions.From the perspective of discrimination parameters,content parameters and dress parameters,this paper makes a horizontal and vertical comparative analysis of tphysics questions of college entrance examination from 2018 to 2021,and explains the characteristics of the current situation of physics questions in college entrance examination and the requirements of the new curriculum standard for the examination of students’ core literacy of physics,which will be used as as the reference basis for this study to put forward teaching strategies.The fourth chapter collects the overall understanding of the teachers and students on the real situation problems in the form of questionnaire and interview survey,understands the current situation of physics exercise teaching in senior high school,combs the teaching key and difficult points of the real situation problems,and summarizes the effective teaching methods of the real situation problems,so as to provide data and methodological support for the teaching strategies proposed in this research.The fifth and sixth chapters are the key contents of this study.Firstly,based on the relevant theories of situational education and exercise teaching at home and abroad,combined with the actual teaching situation of students in our school,the author puts forward 10 teaching strategies for real situational problems of physics in senior high school from four aspects:to cultivate the ability of examination and observation,model construction,model analysis and formula calculation.Then,based our strategies,this paper sorts out the teaching procedures of "model construction" and "experimental inquiry" two types of real situation of problems,writes the teaching design of real situation problems of high school physics,and carries out the teaching practice in the experimental class and the control class for one semester.Finally,through the comparative analysis of the homework feedback and post-test results of the two classes,the effect of this teaching practice is tested.Based on the results of theoretical and practical research,it can be concluded that by using the teaching strategy of real situation problems proposed in this study to design classroom teaching procedures,it can effectively stimulate students’ interest in exploring practical problems,and guide students to experience the thinking process of understanding situation→constructing model(or design scheme)→summarizing methods →applying transfer,improve students’ ability to solve real situation problems in physics,comprehensively cultivate students’ core quality of physics.