Research On The Construction Of High School Physics Concept Teaching Model Based On Deductive Reasoning Ability Cultivation

Deductive reasoning ability is one of the key abilities that talents should have in the 21 st century.It plays an important role in students’ independent thinking and judgment,analyzing and solving physical practical problems,and improving scientific thinking.Improving students’ scientific thinking ability is also one of the important goals of middle school physics education.As a key component of scientific thinking ability,deductive reasoning ability is also an important index to measure students’ scientific thinking ability.At the same time,judging from the content of high school physics teaching,deductive reasoning is involved in the establishment of many physical concepts and the acquisition of physical laws.Therefore,cultivating students’ deductive reasoning ability not only helps to deepen students’ understanding of physics concepts,but also promotes students’ mastery of deductive reasoning,a scientific thinking method,and forms physical thinking.Therefore,the acquisition of physics concepts cannot be separated from deductive reasoning.Therefore,the analysis of the basic process of deductive reasoning,the structural elements of deductive reasoning ability and the train of thought of high school physics concept teaching based on the cultivation of deductive reasoning ability has important guiding significance and reference value for the improvement of students’ deductive reasoning ability and the improvement of high school physics education quality.Based on the existing literature,this study aims to explore the connotation of deductive reasoning ability and clarify the internal relationship between deductive reasoning and physics concept teaching in high school.Based on constructivism learning theory,logic theory and project-based learning method,this study makes a theoretical discussion on the concept teaching of high school physics based on deductive reasoning ability cultivation.To determine the connotation,training characteristics and structural elements of deductive reasoning ability.It also analyzes the principles,ideas,influencing factors and feasibility of high school physics concept teaching based on deductive reasoning ability training.On this basis,according to the five components of the teaching model,this study constructs a high school physics concept teaching model based on the cultivation of deductive reasoning ability.This teaching model integrates the teaching concept of project-based learning method,combines constructivism theory and logic theory,and starts from the essence of deductive reasoning to systematically cultivate deductive reasoning ability.The teaching design will be carried out according to this teaching mode.Based on the specific teaching of new courses,the practice of this mode will be carried out.Finally,the improvement of students’ deductive reasoning ability and the mastery of physical concepts will be measured through the deductive reasoning ability test.SPSS was used for data analysis,then conclusions and deficiencies were drawn,and teaching suggestions were put forward.The experimental study shows that the physics concept teaching model based on deductive reasoning ability training proposed in this study has a positive promoting effect on the improvement of students’ deductive reasoning ability and the mastery of physics concepts.In addition,this model has also achieved good results in the cultivation of students’ interest in physics.However,because this teaching model is not fully mature,there are some deficiencies in teaching.In view of these deficiencies,this study puts forward the following four teaching suggestions.One is to design a variety of problem situations in the problem representation stage,so as to arouse students’ interest in learning.Second,in the stage of strategy selection,skillfully use deductive reasoning variant to stimulate students’ deductive thinking.The third is to guide students to reason actively in the stage of theoretical deduction,so as to manifest the deductive reasoning method.Fourth,in the evaluation and reflection stage,timely evaluation and summary of deductive reasoning process,enhance students’ memory and transfer.