A Research On The Influence Of Physics Open-Ended Test Questions Teaching On The Quality Of Senior High School Students’ Physics Thinking

The General High School Physics Curriculum Standards(2017 Edition)put forward requirements for core literacy in physics,and research about core literacy in physics has gradually become a research hotspot for researchers and frontline teachers in the field of physics.Test questions are an important part of teachers’ teaching,students’ learning,and quality assessment;improving and innovating test questions is an effective way to implement the core literacy requirements of physics subjects.Traditional closed questions are characterized by perfect conditions,single solution strategy,and unique answers,while Open-Ended Test Questions have open conditions,various solution strategies,and diversified answers,allowing students to analyze and solve problems from multiple perspectives and improve the quality of their physics thinking in the process of problem solving.Whether the introduction of Physics Open-Ended Test Questions in teaching has a positive effect on the development of students’ quality of physical thinking becomes the focus of this study.This study firstly elaborates the background of the problem,and finds that Open-Ended Test Questions are increasingly important in teaching,and then uses literature research method to understand the current status of research on Open-Ended Test Questions and thinking quality and related theoretical knowledge at home and abroad.The study found that the design of Physics Open-Ended Test Questions is mainly focused on measuring the change of students’ interest in learning.Therefore,after compiling and analyzing the studies related to the measurement of physics thinking quality,this study chose an appropriate scale as the measurement tool for this study to quantitatively investigate the effect of introducing Physics Open-Ended Test Questions in teaching on students’ physics thinking quality.In order to understand the use of Open-Ended Test Questions at the senior high school level,a simple summary statistical analysis of the compulsory senior high school physics textbook of the Humanities version and the recent years’ college entrance examination questions was then conducted to clarify the direction of the preparation of Physics Open-Ended Test Questions.The Open-Ended Test Questions were prepared mainly from three aspects: preparation principle,preparation method and preparation process.The Open-Ended Test Questions related to mechanical vibration and mechanical waves were prepared in a targeted manner under the guidance of cognitivist learning theory,constructivist learning theory and SOLO classification evaluation theory.After the preparation,various opinions were solicited to revise and improve them for any problems.The students in the two classes with no significant difference in physics test scores were selected as the subjects of the study before the practice,and the quality of physics thinking was pre-tested using the physics thinking quality self-measurement scale;after the practice,the students’ quality of physics thinking was post-tested.The critical quality,however,did not change significantly because of the limitations of test question development and the lack of targeting of training.Through the scale,this study verifies that the teaching of Physics Open-Ended Test Questions has a positive impact on the cultivation of students’ physics thinking quality,and also the principles,methods and processes of the study about the preparation of Open-Ended Test Questions can provide some insights and references for the design of assignments.