The Cultivation Of High School Students’ Physical Problem Solving Ability Under Deep Learning

Under the current college entrance examination system,high school students’ problem-solving ability has not been fully cultivated in the implementation of physics teaching,resulting in the imperfect development of students’ physical problem-solving ability.Based on the theories of pedagogy and psychology such as metacognition theory,cognitive load theory and Situational Cognition Theory,this paper puts forward that high school students can improve their ability to solve physical problems through teaching guidance.The whole research process can be divided into three sub processes.First,the survey means such as in-depth learning self-administered questionnaire survey,problem-solving ability test and individual interview are used to evaluate the current situation of high school students’ in-depth learning and problem-solving ability.Then,under the guidance of the tutor,carry out literature research,supplemented by active communication and discussion with front-line expert teachers and extensive classroom observation,and finally give teaching suggestions for the problems in the evaluation.Finally,a three week educational experiment was conducted in two parallel classes of senior one to further test the effectiveness of the previous teaching suggestions on the cultivation of senior high school students’ problem-solving ability under deep learning in the actual teaching environment.The main conclusions are as follows: there are significant gender and grade differences in high school students’ deep learning ability;The problem-solving ability of high school students presents a typical bimodal distribution.And in the structure of problem-solving ability,high school students do not perform well in directional representation and abstract representation.Accordingly,we put forward the following teaching suggestions: teachers should be aware of the objective gender differences in the development of senior high school students’ in-depth learning ability,and want to carry out special teaching for the ability with gender differences;Give corresponding teaching guidance in the critical period of the development of in-depth learning abilities;Show more examples of multiple solutions to one problem in the teaching,and give a complete explanation of solution steps and ideas in the initial teaching;Set aside necessary time for the teaching of physical phenomena,so that students can experience the complete process of establishing physical models in real situations.And put forward the corresponding teaching strategies: strengthen the guiding force,cultivate students’ correct physical concepts;Enrich the construction means and optimize the overall knowledge structure of students;Encourage learning interaction and create a social learning atmosphere in the class;Cultivate self-examination consciousness and improve students’ self-monitoring ability;Strengthen situational Association and cultivate high school students’ interdisciplinary literacy.The teaching practice has proved that the training methods and Strategies of problem-solving ability under in-depth learning have played a role in promoting the development of senior high school students’ problem-solving ability,and can further improve the poor development ability structure of senior high school students and enhance their physical problem-solving ability.