Research On The Perspective Of Scientific Thinking Based On High School Physics Teachers’ Classroom Questions Observation

Scientific thinking is one of the four core qualities of Physics proposed by the current Physics curriculum standards of middle and high schools.The cultivation of scientific thinking ability is an important goal of Physics training in current middle schools.How is the achievement of the goal of thinking literacy in high school in China? How to evaluate? As we all know,classroom questioning is closely related to scientific thinking,which is an effective way to improve the goal of scientific thinking literacy.This paper aims to observe the classroom questioning behavior of high school Physics teachers from the perspective of scientific thinking to reflect the achievement of the goal of scientific thinking literacy.The study process is performed as follows:Firstly,analyze and interpret domestic and foreign literature and understand the latest version of the connotation of scientific thinking;provide theoretical support for the preparation of classroom questioning and observation scale of high school Physics teachers in the perspective of scientific thinking.Second,in the "target,scientific,discipline,operational" under the guidance of design principles,based on the new curriculum,Bloom cognitive classification theory and related literature,select "questions" "problem thinking level" "scientific thinking elements" to "questions" time " four level index preliminary build scientific thinking horizon high school Physics teachers classroom questions observation scale.Then,the 65 lessons of the latest two National Middle School Physics Young Teachers Teaching Competition(high school group)and the 10 classes admitted by the author during the best high school internship in a province and city were selected as observation samples to record the whole process of teachers’ classroom questions.Based on the self-made classroom observation scale,the observation results were statistically classified and analyzed,reflecting the current situation of the achievement of scientific thinking literacy goals and drawing certain conclusions.Finally,according to the achievement of the goal of scientific thinking and literacy,several teaching strategies are put forward.In view of the research process,the deficiencies in the research process are analyzed and the future research is discussed.To conclude that:First,teachers do not pay enough attention to the infiltration of scientific thinking in the questions;Secondly,in the cultivation of scientific thinking elements,compared with the model structure and questioning innovation,teachers pay more attention to scientific reasoning and scientific demonstration;third,the level of scientific thinking problems is low,most problems focus on the low middle order,and the high order thinking problems are too few;fourth,the level of scientific thinking problems in experimental class is higher than the concept class;fifth,compared with the conventional class,the ratio of scientific thinking problems is higher,and the teachers mainly teach,and the classroom questions are more inclined to the cultivation of scientific reasoning.Under the guidance of relevant theories and literature,this research takes scientific thinking as the starting point and observes teachers ’classroom questions,so as to reflect the current situation of the achievement of scientific thinking literacy goals and draw some conclusions,aiming to provide reference for the improvement of high school Physics teachers’ classroom questioning ability.