The Practical Study On Cultivating Senior High School Students’ Scientific Thinking In Physics Based On KWL Teaching Model

After the standards of high school physics curriculu(2017)put forward,the physics teaching objectives of high school began to change from "scientific literacy" to "core literacy of physics discipline".In the specific implementation process of physics teaching,the teaching objectives have also changed from three-dimensional to four-dimensional.Scientific thinking,as one of the core literacy objectives of physics,runs through the whole process of teaching physics teaching in high school.Scientific thinking ability is mainly reflected in the student’ ability of model construction,scientific reasoning,scientific demonstration,and questioning innovation.And the training of the above abilities will have a greater impact on students’ future study,scientific research,work and life.However,in the process of high school physics teaching,there is no special teaching mode and method developed to improve students’ scientific thinking ability in the process of physics teaching in high school.Physics teachers are more lacking in the cultivation of students’ scientific thinking ability in teaching.Therefore,it is particularly important to excavate and apply various teaching resources and reasonably use different teaching modes and methods to cultivate students’ scientific thinking ability in the process of high school physics teaching.Based on the current situation of scientific thinking development of high school students,this thesis investigates the role of the KWL(K-Known,W-Want to Know,L-Learn to Know)teaching model in developing students’ scientific thinking skills in the process of physics teaching in high school.First,the research status of scientific thinking and KWL teaching model at home and abroad is analyzed in detail.And the theoretical basis related to this study is also described.Second,based on the relevant theoretical guidance,the students of grade one and physics teachers were used as research objects,and they were conducted questionnaires and interview investigations respectively.Through the questionnaire survey and interview survey,the investigation found that the scientific thinking ability of the students of grade one was at a medium level,and the teacher’s ability to cultivate students’ scientific thinking ability was not good.Third,based on the above findings,a semester-long practical study of group teaching was conducted in grade one,with KWL teaching model in the experimental class and regular model teaching in the control class.Eventually,after the teaching practice ended,the questionnaire was administered to the students again.After analyzing the questionnaire,the following conclusions are obtained: KWL teaching model and conventional teaching model can improve students’ scientific thinking ability.The KWL teaching model has a great role in the improvement of students’ model construction,scientific demonstration,and questioning ability of innovation,the routine teaching model has a more obvious effect on the improvement of students’ scientific reasoning ability.On the whole,the KWL teaching model has a more significant effect on the improvement of students’ scientific thinking ability.At the same time,in terms of physical academic performance,the average physical performance of the experimental classes has improved significantly,and the average physical performance of the control classes is not obvious.The above studies have shown that the KWL teaching model is conducive to the improvement of students’ scientific thinking ability and physical performance.The research of the above KWL teaching model in high school physics teaching practice has tested the effectiveness of cultivating students’ scientific thinking in high school,and provided an effective teaching strategy for the training of students in high school first-tier teachers.