The Application Of Cornell’s Notes Method In Senior Middle School Physics Teaching

At present,high school students only record but do not think and organize physics notes,making it difficult to reflect the significance and role of taking notes.Physics study notes help guide students to discover the internal relationship of knowledge,establish the connection between new and old knowledge,and form a complete knowledge system.Organizing and reviewing notes helps students form good physics scientific thinking.When encountering physical problems,scientific thinking in physics can quickly provide students with solutions and methods.Moreover,high school sophomores are in the transitional stage between learning new knowledge and comprehensive review,and it is even more necessary to strengthen the cultivation of physical scientific thinking and summary and induction abilities.Cornell Notetaking is a systematic method of recording and organizing notes.The format of the "prompt area and abstract area" can cultivate students’ habit of independent thinking,and completing the five steps of recording,simplifying,memorizing,thinking,and reviewing can make notes effective in learning.Therefore,Cornell’s notes can be used to standardize the format and steps of students taking notes,thereby solving the problems that high school students encounter when taking notes,and improving their physical science thinking abilities.This study first carded and summarized the theories of metacognition strategies,information processing,constructivism,and combined with the characteristics of the physics discipline to better apply Cornell’s notes to physics learning.Then,a survey was conducted on the usage of physics notes and the current state of physics scientific thinking among high school sophomores through questionnaires and interviews.The survey found that students’ past physics notes did not play their true role in the learning process,and there were also some shortcomings in their scientific thinking ability.Therefore,the application of Cornell’s notes in high school physics teaching is hoped to improve the current situation.In order to better test the practical effect of Cornell’s notes in high school physics teaching,experimental and control classes were set up and compared horizontally.In addition,a longitudinal analysis was conducted on the application practice of the two stages of the experimental class.The research content of the first stage of practice is mainly to teach students how to use Cornell’s notes.During the teaching process of this stage,students are trained how to use the four note taking methods of preview notes,new lesson notes,wrong topic notes and review notes,and at the same time observe their physical scientific thinking.The second stage of practice is to solve the problems that middle school students encounter when using Cornell’s notes in the first stage of practice,so that Cornell’s notes can be better accepted and recognized by high school students.Finally,SPSS software was used to analyze the grades,changes in physical science thinking,and the use and attitude of Cornell’s notes between the experimental and control classes.The note taking texts of the experimental and control classes,as well as the content of interviews with teachers and students,were also analyzed.The following conclusion was drawn: Cornell’s notes can be recognized by most students and teachers,and can improve high school students’ physical science thinking ability and grades,Enhancing students’ interest in learning physics can also help them establish a physical knowledge system.This study uses multiple research methods,and through teaching practice,it has been proven that the Cornell’s notes can indeed promote students’ physics learning and thinking development.At the same time,it also provides a deeper reflection on its application in physics teaching.As a teacher,it is necessary to integrate scientific thinking cultivation into the daily learning activities of students;When using Cornell’s notes for teaching and learning,attention should be paid to persistently guiding and encouraging students to avoid increasing the learning burden;In the teaching process,better integrate blackboard writing with multimedia to highlight key and difficult points.There are still certain shortcomings in this study,and in subsequent research,the scope of practice and hierarchical practical teaching can be expanded,so that Cornell’s notes can play a better role in physics learning.