A Study On The Application Of Inductive Reasoning Method In Teaching Physics Laws In High School

Inductive Reasoning Method is an important method of physics learning and research,and a way of thinking to understand the objective world,The process of inductive reasoning requires a set of empirical facts as a premise,and general principles are derived through reflection and induction.Physical law is the product of the combination of observation and experiment,thinking and imagination.It is the core content in the theoretical system of physics and the skeleton of the physical knowledge structure.The establishment of physical laws requires students to experience the thinking process of analysis,synthesis,comparison,generalization and abstraction on the basis of a large amount of perceptual material knowledge.It can be seen that Inductive reasoning has a good integration with physics law teaching,The development of students’ inductive reasoning skills in the teaching of physical laws,is a topic worthy of study.The main work of this study is as follows:Firstly,the connotations and characteristics of inductive reasoning and physics law teaching at home and abroad are sorted out using literature analysis,on which basis the concepts of inductive reasoning and physics law teaching are defined,and the theoretical and practical significance of applying inductive reasoning to physics law teaching is clarified.The theoretical basis for the use of inductive reasoning in the teaching of high school physics laws is elaborated to provide the theoretical support for the author’s subsequent teaching design for the use of inductive reasoning in the teaching of high school physics laws.Secondly,a survey was conducted on the current status and level of inductive reasoning ability of high school students,which showed that most students’ knowledge of inductive reasoning method was at the level of simple understanding,students were not clear about how to use inductive reasoning in the process of learning physics laws,and their inductive reasoning ability needed to be improved.Interviews were conducted with teachers on their use of inductive reasoning in teaching physics laws.It was found that teachers did not have a thorough understanding of inductive reasoning,that they would incorporate inductive reasoning in teaching laws,but that they did not use inductive reasoning very often,and that they only used inductive reasoning as a teaching tool and did not make it explicit to students.This was followed by four months of classroom observation of current teachers’ teaching methods in physics laws classes,which revealed a single form of pre-class introduction and a lack of perceptual awareness among students;a single teaching method that did not permeate the method to students;and an experimental process that was dominated by teacher experimentation and lacked independent student inquiry.Finally,to address the existing problems,on the basis of sorting out the teaching design theory,the teaching strategy of using inductive reasoning in teaching the laws of high school physics is proposed,and the teaching design process framework of using inductive reasoning in teaching the laws of high school physics is constructed.The teaching effectiveness was evaluated by means of interviews with teachers and evaluation of the teaching process,and questionnaires on students’ learning outcomes.It was shown that the use of inductive reasoning in teaching the laws of high school physics helped to improve students’ inductive reasoning and logical thinking skills,and promoted students’ independent use of inductive reasoning to learn physics knowledge.