Research On Application Of CPS Model Based On STSE Concept In Senior High School Physics Teaching

The report of the 20 th National Congress of the Communist Party of China(CPC)proposed that “innovation remains at the heart of China’s modernization drive”.Innovation is the primary engine of development.Therefore,the cultivation of creative talents is a timeless topic.Domestic scholars have made considerable achievements in the research of teaching models and methods for cultivating students’ creativity.However,the research on cultivating responsible and creative talents is not sufficient.CPS model has been proved to be able to effectively cultivate students’ creative thinking,while STSE Education is quite effective in cultivating students’ sense of social responsibility.Integrating STSE education into CPS model to constructing CPS model based on STSE concept has great theoretical and practical significance for cultivating responsible and creative talents,This paper will study the application of CPS model based on STSE concept in high school physics teaching.The main work and innovation points are as follows:(1)Through literature research,we can find the connection between CPS model and STSE Education by analyzing the classroom characteristics of CPS model teaching,and then preliminarily construct the theoretical framework of CPS model based on STSE concept.(2)Investigate the students’ creativity and the current situation of STSE Education in senior high school physics teaching.Through the investigation,it is found that: 1)In terms of creativity:a)Students lack the initiative to think about physical problems.b)Students cannot flexibly use physical knowledge to solve practical problems in life.c)The students’ ability of adventure,challenge and convergent thinking in creativity needs to be improved.2)In terms of STSE Education: a)Students are unfamiliar with STSE Education;b)After a brief understanding of STSE Education,most students look forward to receiving STSE Education.(3)In response to the problems found in the above research,we have improved the theoretical framework of CPS model based on the STSE concept,and designed teaching cases based on this framework,taking Newton’s Second Law and Elasticity as examples.(4)In a high school in Zhejiang Province,we set up experimental classes and control classes to carry out teaching practice for nearly one semester.The experimental class was taught the CPS model based on the STSE concept,while the control class was taught the conventional teaching.Through the analysis of the pre-test and post-test data,the observation tables of students’ classroom situation and interviews with teachers and students,the following conclusions are drawn: a)Before the teaching practice,the experimental class and the control class have little difference in the four characteristics of divergent thinking.Each part is ranked from low to high according to the score: Flexibility< Originality< Elaboration< Fluency.After a period of practice,the divergent thinking level of the students in the experimental class has been significantly improved in fluency,flexibility and refinement.b)The students’ convergent thinking ability has been improved,and they can successfully extract effective information and analyze the advantages and disadvantages of each scheme;c)Students’ subjectivity in learning has been improved,and they can actively solve practical problems in life.Not only that,their interest in learning physics and their sense of responsibility for society have been enhanced.CPS model based on STSE concept is helpful to improve students’ creative thinking ability and enhance their sense of social responsibility,which may be of reference value to the teaching practice of front-line physics teachers.