Investigation And Cultivation Of Students’ Ability To Pose Problem In Physics Teaching In Senior High School

Students’ ability of problem posing in physics is a reflection of their learning capacity.The ability of problem posing can reinforce students’ learning behavior and enhance their competence in scientific investigation.National education document "Ordinary High School Physics Curriculum Standard(2017 edition,revised in 2020)" clearly proposes the cultivation of students’ ability to raise and articulate physics problems worthy of exploration.Thus,under the guidance of this document,this paper aims to investigate the present situation of students’ problem posing in physics,and on its basis propose the strategies of cultivating students’ ability of problem posing with pedagogic practice.First,relevant literature were accessed and sorted out in order to get a comprehensive picture of the current research regarding students’ ability of problem posing and the method of its cultivation.Next,concepts of physics problems and the ability of problem posing in physics were defined in the paper.A class of senior high school students in Fuzhou was selected as the object of research to conduct the survey.First a questionnaire about problem raising in class was designed and distributed to the students.By analyzing the result,the following discovery was made: 57% of students occasionally posed physics problems and showed confusions in class,indicating that the majority did not like to pose problems in class.Besides,only 27% of students would pose their problems to the teacher when they felt confused over a physics problem in class.From the above data it is assumed that students have a negative attitude towards problem posing in class,and they have a bad performance in finding the problem.To deal with this situation,cultivation strategies are then proposed to improve students’ problem-posing ability in three aspects: students’ awareness and habit of posing problems,as well as the quality of problems posed.In the teaching practice,pedagogic strategies and design were combined in the experimental class;while traditional teaching was applied in the control class.Finally,a test and an evaluation scale were designed for the students in order to examine whether the students’ ability of problem posing has been improved.The test involves structured context,semi-structured context and free context;the evaluation scale includes evaluation of the expressional appropriateness,the quality and creativity of the posed problems,which are set as the three first-level indexes,with its quality graded by four secondary indexes: null level,operational level,understanding level and reflective level;its creativity graded also by three secondary indexes: fluency,novelty and flexibility.By analyzing the data of test and evaluation collected from the experimental class and control class,it is found that there exist distinct differences between the performances of the two classes when placed under three kinds of contexts: structured context,semi context and free context.The average score of the experimental class was 12.67 points higher than that of the control class.The result implies that the cultivation strategy can effectively improve students’ problem-posing ability.It is also found that students’ ability of problem posing has nothing to do with gender.Although the results of the research show a slight difference between the average core of male and female students,but in reality,there is no substantial difference between male and female performance of posing physics problems.