Research On The Design Strategy Of High School Physics Concept Teaching To Enhance Scientific Thinking

Guiding students to establish and understand concepts is the basis of learning physics well.Physics concept teaching is one of the core tasks of middle school physics teaching.In the process of physical concept formation,scientific thinking is the key.The formation of physics concept,the process of scientific inquiry and the cultivation of scientific attitude and responsibility are inseparable from scientific thinking.Improving students’ scientific thinking is one of the core objectives of physics classroom teaching.How to effectively improve students’ scientific thinking in the process of concept teaching is a realistic puzzle existing in high school physics teaching at present.Based on this,this study focuses on the design strategy of high school physics concept teaching to promote scientific thinking,and mainly explores the following questions:(1)What are the characteristics of high school physics concept teaching design to promote scientific thinking?(2)What strategies can be used to promote scientific thinking in high school physics concept teaching design?(3)How to use these strategies?According to the requirements of curriculum standards,based on Vygotsky’s zone of proximal development theory,Piaget’s cognitive development theory and constructivism learning theory,combined with relevant domestic and foreign research,this paper combs out the characteristics of high school physics concept instructional design to promote scientific thinking,and initially puts forward the strategy of promoting scientific thinking in high school physics concept instructional design.According to the teaching design strategy initially proposed,three examples of “elastic force’’,“friction force” and “overweight and weightless” are designed and put into practice to test the effect of the preliminary strategy and lay a practical foundation for improving the preliminary strategy.Through self-evaluation,students’ homework feedback,classroom teaching effect feedback,other teachers listening and evaluating the lesson,teacher interview and other ways to evaluate the effect of three teaching examples,and test the effectiveness of the four proposed teaching design strategies.Based on the strategy initially proposed and the practical effects of the three examples,combined with Vygotsky’s zone of proximal development theory,Piaget’s cognitive development theory and constructivism learning theory,the design strategy of high school physics concept teaching is improved and deepened to enhance scientific thinking: The four strategies,situation-problem strategy,thought-guidance strategy,conflict-transformation strategy,and exploration-construction strategy,are put forward.The four design strategies of high school physics concept teaching to improve scientific thinking proposed in this study have certain reference significance for teachers to improve students’ scientific thinking in high school physics concept teaching.In the end,this study is introspected and prospected.