Research On Teaching Strategies To Improve Junior High School Students' Physical Science Reasoning Abilit

In order to meet the needs of international competition in the 21 st century,the cultivation of national scientific literacy has been mentioned as an important strategic position,and various countries have formulated corresponding education policies to provide institutional guarantees for improving citizens’ scientific literacy.The study of physical knowledge is very important for the cultivation of scientific literacy.The Physics Curriculum Standards of Compulsory Education(2022 Edition)points out that "scientific thinking" is one of the four aspects of the core literacy of physics,of which "scientific reasoning" is contained in "scientific thinking"."Scientific reasoning" is an important foundation of "scientific thinking",which can cultivate students’ "scientific thinking" by guiding them to "scientific reasoning",thereby continuously strengthening their core literacy in physics.This paper mainly studies the teaching strategies to improve the physical science reasoning ability of junior high school students,and the main research content includes the following three aspects:Firstly,with reference to Lawson’s classification of scientific reasoning ability,the junior high school physics textbook is analyzed from six dimensions,and the breakthrough point of cultivating students’ scientific reasoning ability in junior high school physics teaching is explored.The analysis shows that there is no knowledge point involving probabilistic reasoning in junior high school physics textbooks,and there is only a small amount of content in the three dimensions of hypothetical deductive reasoning,correlation reasoning,and conservation reasoning,while the content involving proportional reasoning and control variable reasoning dimensions are relatively rich.Secondly,the relationship between the scientific reasoning ability and scientific reasoning habits of students in the junior high school sophomore to first grade of junior high school are examined.The scientific reasoning classroom test questions(volume A)are used to assess the scientific reasoning ability of junior high school students in the second grade,third grade and students in the first grade of junior high school to understand their level;at the same time,the scientific reasoning habit questionnaire(volume B)is used to assess to understand the students’ scientific reasoning habits;and the correlation analysis is carried out on the A and B volumes.The analysis of statistical results shows that the development of students’ scientific reasoning ability is uneven,among them,some students with good reasoning habits have outstanding scientific reasoning ability,which shows that there is a correlation between scientific reasoning habits and scientific reasoning ability.Finally,the strategy for cultivating scientific reasoning ability is examined.The students of the two classes of the junior high school sophomore were selected as experimental objects,and the practical teaching was carried out in combination with the specific teaching tasks of the junior high school sophomore physics,and the scientific reasoning ability of the students in the two classes was analyzed before and after.The results show that cultivating students’ reasoning habits and infiltrating the history of physics in the teaching of physical concepts and the teaching of physical laws has a certain effect on the development of students’ scientific reasoning ability.