Practice And Research Based On "Problem Chain Teaching" In The First Round Of Review Of Physics In The Third Year Of High School

A round of review is the first stage of senior three review.It is an important stage for constructing knowledge framework,implementing test points and breaking through important and difficult points.It directly determines the effect of the total review.The current round of review strategy is mainly made by the teacher to review the guide plan as the key line,still in the indoctrination-style teaching way to review the knowledge points,and then fall into the dilemma of "students blindly brush the problem,teachers constantly talk about the problem","the problem can not do,the teacher will understand",students can not grasp the core and essence of the problem,review efficiency is low.In order to change the current situation of physics of senior three in a round of review,this paper focuses on the study of the problem chain fusion in the physics of senior three in a round of review,to promote students to grasp more solid knowledge,knowledge memory more profound,more comprehensive and in-depth thinking problems,and then improve students’ ability to solve problems,improve the efficiency and quality of review.This paper first consulted the literature related to the round review of physics and question chain teaching in senior three,summarized the main research conclusions,elaborated the research background of the subject and the research status of question chain teaching at home and abroad.Secondly,based on the research,the relevant educational support theory is defined and related concepts are defined.Thirdly,in order to explain the necessity and feasibility of integrating "problem chain teaching" into the physics review class of senior three,the author conducted a questionnaire survey on the students of senior and junior departments and interviewed the teachers of the school during the internship,and analyzed and discussed the survey and interview results.Fourthly,according to the requirements of the college entrance examination program and students’ current knowledge mastery,the basic principles and types of the design of "question chain teaching" in a round of review are proposed,and three specific teaching cases are designed,and the practical research and result analysis are carried out in the practice school.Finally,the longitudinal and horizontal statistical analysis of the pre-and post-test and examination data is carried out.The results show that:the implementation of "question chain teaching" in one round of review has a significant impact on the short-term and long-term effect for the key class,but for the ordinary class,the short-term effect can improve the student’s performance,but the long-term effect is not ideal.