| The “Physics Curriculum Standards for Senior High School(2017 edition revised in 2020)” proposes to cultivate students’ scientific thinking abilities in physics teaching.Scientific thinking is the key to core literacy,and strong scientific thinking can help students develop core literacy comprehensively.However,the traditional teaching model has certain limitations in cultivating students’ scientific thinking abilities.In order to help students improve their scientific thinking abilities better,it is necessary to introduce new teaching models.The SNP model is a teaching model introduced from abroad that is guided by big concepts,driven by problems,and interactive in modeling and demonstration.The application of this teaching mode in the field of biology in China is just beginning,and the effectiveness of its impact on students’ scientific thinking ability in high school physics teaching in China still needs further exploration.Therefore,this paper intends to explore the influence of the application of SNP model on students’ scientific thinking ability in senior high school physics classroom on the basis of practice.Before conducting the practical research,the author conducted interviews to understand the ways in which teachers cultivate scientific thinking,their understanding of the SNP model,and their suggestions for its application.The interview results showed that senior high school physics teachers often incorporate the cultivation of students’ scientific thinking abilities in their teaching.However,their understanding of scientific thinking is not deep enough,and they lack systematic teaching methods.They acknowledged the role of the SNP model in improving scientific thinking abilities but also raised some questions and suggestions for its application.Based on the interview results,the author conducted a theoretical analysis on the feasibility of improving senior high school students’ physical science thinking ability through the SNP model.Specifically,the following are included: the SNP teaching principles suitable for domestic high school physics teaching are proposed;the SNP teaching process is streamlined;the screening criteria for teaching contents that can apply the SNP model are formulated according to the characteristics and teaching principles of the SNP model,and the teaching contents suitable for applying the SNP model are screened from the Senior High School Physics Compulsory Book 1 and Compulsory Book 2.Based on theoretical analysis results,the author conducted a practical study on cultivating high school students’ scientific thinking ability using the SNP model.Firstly,the author selected two classes with relatively high homogeneity as the experimental class and the control class based on the number of people and gender ratio,scientific thinking level,and recent exam scores of each class.Then,the author conducted a 45-day teaching practice in the experimental class and the control class using the SNP model and traditional teaching respectively.After the practice,the author conducted a qualitative evaluation of students’ written argumentation abilities;conducted statistical analysis on the pre-and post-test data of the science thinking level survey questionnaires for two classes;and compared students’ physics scores to explore the correlation between SNP patterns and students’ physics scores.Research results show that compared to traditional teaching,the SNP model has a significant promoting effect on improving senior high school students’ model construction and scientific reasoning abilities,but its effect on improving scientific argumentation and innovative questioning abilities is not obvious.It has a certain positive effect on improving physics exam scores.Whether it has a clear advantage in improving senior high school students’ overall scientific thinking abilities still needs further practice.This thesis has certain reference value for the theoretical and practical research related to the SNP model. |
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