Research And Investigation On The Multiple Representation Ability Of Physical Problems Of Senior Two Students

In recent years,curriculum standards in various countries have increasingly emphasized problem-solving ability.Problem representation is essential throughout the entire process of problem-solving,so multiple representations of physics problems are crucial for problem-solving ability.In China’s college entrance examination,the requirements for problem solving are also higher and higher.Putting ordinary physics problems in specific situations,the requirements for information representation are higher and higher.Therefore,it is necessary to investigate the multiple representations of physics problems among high school students.This study constructs a theoretical framework for multiple representations of physics problems and their abilities.The multiple representation of physical problems is divided into three stages: literal representation,analytical representation,and comprehensive representation.The multiple representation ability of physical problems is divided into three categories: extraction ability,recognition ability,and construction ability.Taking the comprehensive electromagnetics test as an example,the paper selected and adapted the test questions used to investigate the multiple representations of physics problems among high school students in four classes at a high school in Zhejiang Province.Data obtained from the investigation were analyzed using SPSS software.The following conclusions were drawn from the study:Firstly,the senior two students’ ability to represent multiple physical problems in electromagnetics is generally general,and their recognition ability and construction ability are relatively weak;Secondly,there are motivational errors,observational errors,intellectual errors,logical errors and computational errors in the representation ability of multiple physical problems in electromagnetics;Thirdly,the three types of multi-physics problem representation ability are related to each other,and the ability required in the latter problem representation stage is based on the ability in the previous stage;Fourthly,the gender of students,the type of students’ academic achievements,the familiarity of problems and the complexity of problems have different effects on students’ ability to represent multiple physical problems.Based on the research conclusions,this paper proposes corresponding teaching suggestions for five common types of errors combined with different factors:inspiring students’ learning motivation,cultivating good problem-solving habits,promoting the formation and use of students’ schemata,and improving students’ mathematical logical and computational abilities.