Research On The Classification Of "Review And Compulsory One Improvement" Exercises Of Senior High School Physics

Under the background of the continuous advancement of the new curriculum reform,the new era has gradually raised the training requirements for all kinds of talents,and paid more and more attention to cultivating social applied talents with the ability of sustainable development and lifelong development.The general physics curriculum standard of senior high school(revised in 2020,2017)clearly points out that “Guiding teaching pays more attention to the purpose of educating people,and puts more emphasis on improving students’ ability to comprehensively apply knowledge to solve practical problems”.In the process of education and teaching,textbooks are the most basic and important teaching resources,exercises in textbooks are an important part of textbooks and should be fully utilized in teaching.During my teaching practice in a key high school in Hebei Province,I found that the physics teachers in the practice unit have a low utilization rate of exercise questions in the teaching materials,many high-quality exercises in the textbook are ignored by teachers in teaching,and middle school students have no awareness of thinking about the exercises in the textbook,which can not reflect its teaching value.The phenomenon and practice in this textbook have aroused my strong thinking.With the promulgation of the new curriculum standard of senior high school(2017 Edition),great changes have taken place in the setting of exercises in the new physics textbook of people’s Education Edition(2019 Edition),it is carefully prepared by experts according to the curriculum standards,the most remarkable feature is the addition of “review and improvement” exercises.It is an exercise designed according to the key contents of the whole chapter,which is used by teachers and students as the post chapter exercise of each chapter.Studying the characteristics of “review and improvement” exercises is of great significance for teachers’ teaching and students’ learning.This study uses the literature research method to sort out the research results of“exercise”and “exercise classification” at home and abroad,it is found that there are a variety of classification frameworks in the current research,mainly based on the question type,cognitive level and core literacy level.From the perspective of problem solving,the role of exercises and test questions is consistent.By consulting the research on test questions at home and abroad,it is found that the research on physics test questions is mostly based on solo classification theory.Based on the classification framework proposed by Professor Gao lingbiao,this study takes the “review and improvement” exercise of senior high school physics compulsory in people’s Education Edition(2019)as the research object,and makes a classification research and summary of its characteristics.On this basis,the oral report method is used to record the representation of students’ answers to different types of exercises,and put forward practical suggestions for teachers’ physics teaching according to students’ feedback on exercises.The main research contents are as follows:First,on the basis of a large number of literature analysis,according to the objectives of this study,knowledge requirements,problem situations and mathematical tools are selected as classification elements,according to solo classification theory,the analysis framework of exercise questions is determined,and the exercise questions of “review and improvement” are divided into five levels.Second,analyze the exercises from the two dimensions of exercises in each chapter and all kinds of exercises.In the compulsory “review and improvement” exercises,the exercises in Chapter 1 and Chapter 2 are mainly set with exercises at the first and second levels,they do not have high requirements for students’ knowledge,and a few problems involve more complex situations and mathematical operations.The third chapter includes the exercises of the first four levels,which are evenly distributed,but there are no exercises of level five.The fourth chapter involves Newton’s second law and integrates the previously learned knowledge of kinematics and mechanics.Its content is highly comprehensive.Most exercises involve more knowledge points and complex situations,so more complex mathematical operations are needed.Therefore,in the fourth chapter,the distribution of level 1 and level 2 exercises is less.Most exercises belong to level 3 and level 4.The situation of individual exercises is more complex and novel,belonging to level 5,they mainly examines students’ ability to analyze and reason comprehensive physical problems,and the ability to transform objects and processes in novel and complex practical problems into physical models,and requires students to have strong mathematical calculation ability.Third,record and analyze the oral reports of five excellent students and five poor students in a class of senior one in a key high school in Hebei Province.The results show that character representation is the key to solving level one exercises.Both excellent students and poor students can correctly solve the level I exercises.Excellent students have excellent character representation ability,and their time is less than that of poor students.Level 2exercises require students to have strong written representation and simple representation ability.Students with learning difficulties have weaker character representation ability and simple representation ability compared with excellent students.Although they can correctly solve exercises,they need to represent the problems repeatedly,which takes more time.When solving the exercises at the third and fourth levels,excellent students can pay attention to the conditions and information implied in the questions and can correctly answer the questions because they have strong physical and mathematical representation ability.Students with learning difficulties will be unable to correctly analyze the situation of the problem and choose the appropriate solution method due to the lack of physical representation and mathematical representation ability,and the calculated value will also be wrong.The exercises of level 5 have high requirements for students’ ability of literal representation,simple representation,physical representation and mathematical representation.After repeated literal representation and simple representation,the excellent students can carry out the correct physical representation of the problem,retrieve the appropriate physical methods,and finally get the correct answer.Students with learning difficulties do not have strong physical representation and mathematical representation ability.After repeated literal representation and simple representation,they can not reasonably analyze the topic,find appropriate physical methods,and then can not answer correctly.According to the research results,three teaching suggestions are put forward:(1)Optimize the teaching of physical concepts and laws;(2)Cultivate students’ ability to explore hidden conditions;(3)Improve students’ multiple representation ability of problems.