The Ways to Create Problem Situations in Physics Teaching of High School
Source: By:Yu Bai
DOI: https://doi.org/10.30564/ret.v4i1.2595
Abstract:In middle school physics teaching, the design of appropriate problem situations is very important. It can stimulate students’ interest in the content of this lesson, enhance students’ motivation for learning, and promote the learning efficiency of students’ independent cooperative inquiry.
References:[1] Li Pengge. Research on related issues of creating teaching situations[J]. Education and Management, 2010(12). [2Yu Yongjian. The design and case introduction of “Scenario Introduction” in the classroom[J]. Middle School Physics Teaching Reference, 2010(12). [3] Zhang Anguo. Create problem situations to improve participation in chemical thinking[J]. Middle School Students’ Mathematical Chemistry (Teaching and Learning), 2020(10):51. [4] Chen Chengbo. Create a real physics problem situation to promote the implementation of the core literacy of the subject[J]. Middle School Science Garden, 2020, 16(05): 33-34. [5] Li Dengdian. The strategy of creating problem situations in high school mathematics teaching[J]. The World of Mathematics (Late), 2020(10): 18. [6] Li Shuxiang. Several problems to be paid attention to in situational teaching [J]. Physics Teaching, 2020, 42(10): 45-49. [7] Shen Liqin. Create in-depth questions around the theme and context-Taking the unified edition of “Ethics and the Rule of Law” in junior high schools as an example[J]. Curriculum Teaching Research (Research in Chinese Education), 2020(Z5): 35-37. [8] Zhang Jianlin. On how to improve the effectiveness of problem situation creation in junior middle school mathematics teaching [J]. Examination Weekly, 2020(85): 93-94. [9] Hong Xun. Research on the Cultivation of Students’ Computational Thinking Ability Based on Problem-Driven[J]. China Information Technology Education, 2020(20): 43-44. [10] Liu Xianglian. The teaching design of art higher vocational colleges based on the problematic teaching method——Taking the course “What is morality” as an example of the basic courses of ideological and moral cultivation and law[J]. Changjiang Series, 2020(29): 10+12. [11] Shang Tianling. Research on the creation strategy of elementary school mathematics education based on problem solving[J]. Examination Weekly, 2020(83):59-60. [12] Ma Wanhui. Create problem situations, cultivate thinking skills, and develop core literacy[J]. Educator, 2020(38): 61. [13] Wu Lei. A Brief Discussion on the Four Misunderstandings and Avoidance in the Creation of Mathematical Problem Situations[J]. Teacher Education Forum, 2020, 33(10): 41-43. [14] Xu Xiaoling. The problem situation creation strategy of senior high school geography experiment——Taking the relevant experiment of “Soil” in chapter 5 of the new textbook compulsory 1 of the People’s Education Edition as an example [J]. Fujian Education, 2020(41): 50-52. [15] Wu Yue. Optimizing problem design is the key to mathematical problem teaching[J]. Shaanxi Education (Teaching Edition), 2020(10):53. [16] Cheng Qin. Strategies for the creation of teaching situations in high school information technology teaching [J]. Primary and secondary school audio-visual education, 2020(10): 21-22. [17] Yan Yinan. The application of situation creation teaching method in primary school Chinese teaching [J]. Examination Questions and Research, 2020(28):142-143. [18] Deng Fuping. The application of problem-based learning method in junior middle school mathematics teaching [J]. The Great World of Mathematics (1st 10th), 2020(10): 6-7. [19] Huang Lingling. Exploration and Analysis of Problem Situation Creation in High School Physics Classroom Teaching[J]. Examination and Evaluation, 2020(10): 69. [20] Zhang Yanying. Cleverly setting problem situations to enhance problem awareness[J]. Fujian Basic Education Research, 2020(09): 99-100. [21] Liu Fusheng. Analyze the effective application of problem situations in junior high school physics teaching [J]. Examination Questions and Research, 2020(27): 77-78. [22] Xin Li. Research on Interactive Online Teaching of Python Programming Courses[J]. Fujian Computer, 2020, 36(09): 134-136. [23] Niu Qianxin. Analysis of the problems and countermeasures in the creation of mathematical situation[J]. Elementary School Science (Teacher Edition), 2020(09): 127. [24] Zhang Hongyang, Wang Ruizhen, Qi Zhaoyu. For a better Germany-Research progress and reform dynamics of German science education[J]. Foreign Elementary and Secondary Education, 2018(09): 66-72. [25] Zhang Yanan, Du Ping. The application and development of value-added evaluation in American teacher evaluation[J]. Global Education Outlook, 2017, 46(01): 67-78+89. [26] Zhang Hongyang, Fang Qiang. American teacher education certification standards and their enlightenment to our country’s teacher education[J]. Contemporary Teacher Education, 2015, 8(04): 55-59. [27] Hu Yongmei, Shi Shishan. The integration of relative evaluation, value-added evaluation, and classroom observation evaluation: the new trend of American teacher evaluation[J]. Comparative Education Research, 2014, 36(08): 44-50. [28] Chen Jianguang, Niu Yuelei, Xu Dan, Liu Shengtao. Reform and Enlightenment of the Value-added Evaluation of Education in British Primary and Secondary Schools: An Experimental Study Based on the Value-added Evaluation of School Effectiveness in Lancashire[J]. Educational Research and Experiment, 2013(03): 22 -26. [29] Bian Yufang, Wang Yehui. Value-added evaluation: an effective way to evaluate the quality of school running [J]. Educational Journal, 2013, 9(01): 43-48. [30] Liu Haiyan. The rise and application of the value-added evaluation model of American higher education [J]. Higher Education Research, 2012, 33(05): 96-101. [31] Zhang Liang. Research on the Value-added Evaluation of Ordinary High School Students [D]. Jinan:Shandong Normal University, 2010.