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A Case Study On The Development Of Physical Science Thinking Skills In First-year High School Students

Posted on:2024-06-14Degree:MasterType:Thesis
Country:ChinaCandidate:F N MaFull Text:PDF
GTID:2557307106987429Subject:Education
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Since the 18 th Party Congress,in order to promote the curriculum reform of basic education,the Ministry of Education has organized experts to revise the curriculum standards,and the concept of core literacy of various disciplines has been put forward.Core literacy is the centralized embodiment of the value of discipline education,and the General High School Physics Curriculum Standards(revised in 2017 and 2020)point out that the core literacy of physics includes "physical concepts","scientific thinking","scientific inquiry","scientific attitude and responsibility"."As one of the four core literacies of physics,"scientific thinking" affects students’ model construction,scientific reasoning,scientific argumentation and the ability to question and innovate.As one of the four core qualities of physics,"scientific thinking" affects students’ model building,scientific reasoning,scientific argumentation,and questioning and innovation abilities throughout the learning process of physics.In summary,the development of scientific thinking skills should be emphasized by high school physics teachers,both from the perspective of national education reform and from the perspective of students’ own development.The study of developing students’ scientific thinking skills at the high school level has important value and significance in both theory and practice.In the current teaching,some teachers in the author’s school still have many problems in the cultivation of scientific thinking: they do not have a deep awareness and understanding of the connotation of scientific thinking,so it is difficult to cultivate students’ scientific thinking skills in a targeted way;objective factors such as college entrance examination pressure and teaching progress pressure are too large,which makes the cultivation of scientific thinking not pay enough attention;many front-line teachers feel at a loss when cultivating scientific thinking because there is no systematic teaching strategy for the cultivation of scientific thinking.At the same time,the lack of evaluation methods has led to the fact that some teachers still use ordinary grades,homework and final grades as the basis for judging students’ scientific thinking ability,and lack targeted scientific thinking level measurement methods.To address these issues,this paper systematically analyzes and discusses issues related to the cultivation of scientific thinking in high school physics(e.g.,meaning,content,current status of cultivation,teaching strategies and case studies)with senior high school students as the research object,hoping to provide some reference and help for the teaching of high school front-line physics teachers.Firstly,on the basis of combing the theories and literature on core literacy and scientific thinking at home and abroad,the author fully understood the current situation of scientific thinking research,discussed the connotation of scientific thinking literacy cultivated in high school physics teaching,clarified the indispensability of scientific thinking ability cultivation in physics teaching,and elaborated the theoretical basis of scientific thinking ability cultivation: Piaget’s Cognitive Development Theory,Bruner’s Cognitive Discovery Theory and Learning Pyramid Theory.Under the guidance of theories related to education and teaching,the author investigated and analyzed the current situation of students’ learning and teachers’ teaching by distributing questionnaires to first-year students and first-line physics teachers in high school,and found the limitations and problems in cultivation.Based on the current status of scientific thinking development,we propose targeted strategies for the preparation stage before class,the development of the four aspects of scientific thinking(model construction,scientific reasoning,scientific argumentation,and questioning and innovation)during class,and the enhancement of students’ scientific thinking skills after class,and apply them to the two teaching designs of the new knowledge inquiry class and the assessment and expansion class,as well as clarify the design intent in them to provide some reference for front-line teachers’ teaching.The design intentions are also clarified in the design to provide some reference for front-line teachers’ teaching.The effectiveness of the teaching strategies in improving students’ scientific thinking skills was tested by interviewing some students after the teaching practice.Finally,on the basis of the whole study,we referred to the conclusions of this study and reflected on the shortcomings and limitations in the process of this study,and looked forward to the future related research,hoping to provide more references for the first-line teachers of high school physics to cultivate students’ scientific thinking skills with high quality.
Keywords/Search Tags:scientific thinking, teaching strategies, physics teaching
PDF Full Text Request
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