First, scientific learning methods are reflected in cognitive strategies

1, trial and error method

In the process of solving problems, in order to achieve the goal, we often first determine the direction of solving problems, choose a certain method, and try to achieve the purpose of exploratory problem solving. If there is no result in this exploration process, maybe we can get inspiration from this wrong method to solve the problem correctly. This practice is called trial and error.

In the process of solving problems, we can understand the essence of concepts and laws more deeply through trial and error; Scientific methods can be further summarized by trying the wrong methods.

2. The role and progress of summary.

When the study draws to a close, you need to make a summary. Summarize what? How to proceed? This is a "two in one" problem. This can be achieved in the following order:

(1) First, investigate the category, nature and significance of knowledge.

Investigating the category of knowledge is to put the learned knowledge into a knowledge system and form a new knowledge system. Investigating the essence and significance of knowledge is to understand the essence and function of knowledge from different angles.

(2) Understanding of knowledge structure and cognitive structure: Understanding the essence, interrelationships and differences of each component in the knowledge system; Master the laws, methods and steps to solve various problems and form a certain cognitive structure.

(3) Understand the causal relationship between knowledge: Understand why a physical phenomenon occurs; The possible results of a physical state or process under certain conditions.

(4) Understanding of logical relationship: Understand the inherent logical relationship between concepts and laws, and the corresponding dependence and analogy.

The purpose of summary is to deepen the understanding of knowledge in essence. Understanding goes through the following stages: literal understanding of knowledge; Interpretation of knowledge (can be explained in your own language. Or for example, or discussion); Understanding of the non-essence of knowledge (able to distinguish essential and non-essential factors); On the application of knowledge in the new situation.

3, draw inferences from one another, draw inferences from another, is a shortcut to knowledge.

How do we do this by analogy?

First of all, we must clearly understand the essential factors that are the same in content and method between objects, and then we can "learn by analogy". But this is only the premise of "bypassing". Similarity of knowledge and skills is an important objective condition of analogy.

Secondly, what is more crucial is the learners' generalization level of existing knowledge and experience and their ability to classify new topics. A high degree of generalization of existing knowledge and experience can reflect the essence of physical phenomena and processes (at this time, it can be "analogized" and "quoted"), and it can accurately classify new topics according to their characteristics, and it will avoid guessing based on superficial characteristics, trying blindly, or sticking to formulas regardless of conditions (at this time, it can really be "bypassed" and "reversed").

4. Prototype inspiration-the source of creation

When we think creatively and solve problems, we get inspiration from other things to find ways and means to solve problems. We call this inspiring thing "prototype". Essentially, the prototype is enlightening mainly because the characteristics and attributes of this thing are similar to those of this thing to be created.

Prototypes in physics can be established through the learning process. In learning, physical conceptual models (such as particles, ideal gas, point charge, etc. ), physical process models (such as various typical motion processes, collisions, recoil, etc. ) and typical problem-solving processes (methods, skills and ideas) can be abstracted as "prototypes" in learners' minds.

In order to obtain the prototype, we should pay attention to the study and training of basic concepts, basic laws and basic skills in learning; Pay attention to the study and thinking of typical cases; Pay attention to the analysis of typical physical processes; Pay attention to inductive thinking, methods and skills.

Second, the enlightenment of the characteristics of wisdom quality to "how to learn"

A person's intellectual ability is not judged by what he can do on the basis of imitation or what he can master after detailed explanation.

The wisdom of human beings lies in mastering or "discovering" knowledge that is new to them quite independently, and the breadth of transferring this knowledge to new situations when solving new problems.

1, what is "it"? What is it?

One of the most important qualities of wisdom is its depth. This quality is manifested in the fact that when people master new materials and solve problems, they can abstract the essence of various characteristics and sum up the level of various characteristics.

In learning, the depth of wisdom lies in knowing the essence of new knowledge and new problems and what they are when learning new knowledge and solving new problems. What is it? And can form a concise summary about them.

In order to master the essence of the learning object when learning new knowledge, learning may go through the following order:

(1) Clarify the combination of old and new knowledge.

(2) Compare the similarities and differences between old and new knowledge. Clarify the elements of new knowledge.

(3) Different expressions of new knowledge and the possibility of its application.

(4) Is the new knowledge useless? What if something else is used to solve the problem? What will happen if some conditions in the expression of new knowledge are removed? What if the narrative is reversed?

2. Divergence and infinity-the source of creativity

It is a disadvantage of thinking to take it for granted. What you take for granted may be the most incredible thing.

Spread your thoughts in all directions and miracles will appear in front of you.

The second most important quality of wisdom is its flexibility. The premise of creative thinking in learning is not only to widely use the knowledge already mastered, but also to overcome the obstacles of past experience and get rid of the shackles of thinking habits, and to solve the contradiction between knowledge and problem situation requirements. This requires learners to overcome the "assumption" brought by past experience and thinking habits, spread their thinking in all directions as much as possible, and solve problems with knowledge in a novel and unique way.

For example, in middle school physics, "How to determine the force of an object?" . We can think divergently about this proposition: we can think from the relationship between force and motion, the cumulative effect of force on time and the cumulative effect of force on space.

3. The whole is greater than the sum of its parts.

The third most important quality of wisdom is its stability. For learners, it is important not only to distinguish the essential characteristics of the learning object, but also to keep all its characteristics in mind and operate according to these characteristics, without being greatly influenced by the externalities and accidental characteristics of the analyzed situation, that is, to maintain the stability of wisdom. Grasping the learning object as a whole rather than a divided part can better understand the essence of the learning object.

Mastering the whole, as one of the characteristics of people's understanding of the world, is the key to achieving epiphany.

4. Feel your thoughts with your heart

The fourth most important quality of wisdom is its self-awareness. Learners are clearly aware of their thinking activities and make their thinking activities the main body of problem solving, so that they can reveal their mistakes in the thinking process and their causes, and find ways to correct them. At the same time, words or other symbols can be used to express the results of thinking activities (such as the important features of newly formed concepts and laws), so as to find ways to form such results. Learners can constantly reflect on their own thinking activities, enhance their self-awareness of thinking and improve their thinking ability.

5. What do you think independently?

The fifth most important quality of wisdom is its independence. That is, the independence of learners in using new knowledge. It is manifested in the following aspects:

(1) Learners can consciously put forward the specific purpose of learning.

The purpose of learning is the guarantee of learning. Purposeful learning can stimulate strong psychological energy and create good psychological conditions for completing learning tasks.

The determination of learning purpose should be dispersed in every study, that is, every study should put forward specific and achievable goals (such as what to do, how much to do, and to what extent) to avoid being lost because of lack of goals and avoiding the failure of learning plans.

The purpose of learning should be reflected in the classroom. Before listening to the new lesson, we should preview and ask questions to determine the purpose of the class. Only in this way can we take the initiative in class, learn things clearly, and have interest in learning in dispelling doubts, thus cultivating interest in learning.

(2) Learners can discover and ask questions by themselves.

Self-discovery and questioning require learners to analyze and think deeply about the learning object. You can ask questions from the perspectives of "seeking common ground", "seeking differences", whether there is causal relationship and logical relationship.

(3) Learners can make assumptions about the problems found and solve them independently.

Problems encountered in learning are often uncertain. For example, what will an object do after it gains an instant eastward momentum? Because the stress situation is unknown, we should make assumptions. Another example is the assumption about the magnitude and direction of driving force (elasticity and friction).