Research On Teaching Strategy Of Physical Science Thinking Training Based On Question Analysis

In In 2018,the Ministry of Education promulgated the Physics Curriculum Standards for General High School(2017 edition),which for the first time put forward the concept of "core literacy of physics" in the form of a document.As the key element of core literacy,scientific thinking connects the other three elements well,and studying how to cultivate students’scientific thinking has become the top priority in high school physics teaching.As an important means to test the academic quality of students,the National college Entrance examination(hereinafter referred to as "college entrance examination")plays an important role in selecting and screening talents,and its rule of setting questions has a strong guiding effect on senior high school teaching.The compass of the college entrance examination in 2020-"China’s College Entrance Examination Evaluation System" has been introduced,and according to the characteristics of the college entrance examination questions,the thinking and cognitive ability group is taken as the main investigation content,indicating that the college entrance examination questions put forward higher requirements for students’scientific thinking.Therefore,it is the key of teaching to study how teachers arrange teaching content reasonably,improve scientific thinking method and enhance students’ scientific thinking ability.This study first takes six college entrance examination papers in 2022 as the research object,and makes a statistical analysis of the questions from four perspectives,namely,contextualization questions,elements of scientific thinking,academic quality level,and scientific thinking in experimental questions,and draws a conclusion:From the perspective of contextualized questions,the number of contextualized questions in Shandong test paper is the highest,and the number of contextualized questions in national B test paper is the lowest.Except national A test paper and national B test paper,the other four test papers are close to or even more than 50%.In terms of the proportion of scores,the scores of the contextualized questions in Hebei paper and National A paper are more than 40 points,and the scores of the contextualized questions in Shandong paper,Hunan paper and Jiangsu paper are even more than 50 points,and the contextualized questions have gradually become the trend of college entrance examination.From the point of view of the elements of scientific thinking questions,the proportion of scientific thinking questions in Shandong paper is the largest,the whole paper has 18 questions,and the scientific thinking questions reach 17 questions;Jiangsu paper is the lowest,the whole paper has 15 questions,scientific thinking questions have 11 questions,the proportion of scientific thinking questions in the six higher examination questions is more than 70%of the whole paper;In terms of the proportion of scores,the test questions with scientific thinking elements accounted for more than 80%of the total score,and the Shandong test scores reached 97%.Only 3 questions did not involve scientific thinking,which fully reflected the important position of scientific thinking elements in the college entrance examination;From the perspective of the academic quality level of scientific thinking,except for some papers,the examination questions of the six advanced exams are above level 2,among which the examination questions of the academic quality level 3 are the most,and the examination questions of level 3 and level 4 are close to or even more than 70%of the total score.From the point of view of the number of scientific thinking questions in the experimental questions,except Hebei paper and national B paper,the experimental questions with scientific thinking elements accounted for 100%of the total number of questions.Then,the questionnaire was designed for the students in the second grade of the practice school,including 13 questions from three perspectives,namely,the students’ learning situation in high school physics,learning evaluation and teaching expectation,in order to understand the development status of scientific thinking.Finally,the physics group teachers of the school are interviewed,including the teachers’ understanding of the relevant theories and methods of scientific thinking,the help of scientific thinking training to physics learning,the necessity of developing scientific thinking methods,the existing problems of scientific thinking training and improvement measures,to understand the current situation of scientific thinking training from different perspectives.Combining test question analysis,questionnaire and teacher interview,the results are as follows:contextualization and scientific thinking take up a large proportion in college entrance examination papers,but teachers pay little attention to them;Unreasonable exercise training methods and tactics reduce the effectiveness of exercises and cause students’ academic pressure;The development of students’ scientific thinking is poor,and the application of thinking methods is not skilled enough.It is concluded that it is imperative to develop scientific thinking in exercise class.Then,on the basis of test question analysis,student questionnaire and teacher interview,four teaching strategies are put forward,namely,"Focusing on problem situation and cultivating model construction ability","using exercise resources and penetrating thinking methods","constructing cognitive conflict and cultivating critical thinking",and "developing experimental materials and cultivating scientific thinking ability".Finally,combining the proposed teaching strategy with the teaching fragments of two college entrance examination questions as an example to elaborate.