CC BY
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Б01: 10.18454/ГОЛ.2016.47.302 Фам Тхи Пху1, Нгуыен Динх Тхуоц2, Нгуыен Ван Пхуонг3 1,2Университет Винь, 3Средняя школа Нгхе Ан ТВОРЧЕСКИЕ УПРАЖНЕНИЯ ПО ФИЗИКЕ В СРЕДНИХ ШКОЛАХ ВЬЕТНАМА
Аннотация
Данная статья представляет результаты научных исследований инновационных учебных концепций, разработанных В.Г. Разумовским, которые использовались в процессе обучения физике в средних школах во Вьетнаме. Авторы подробно разобрали два типа творческих упражнений Разумовского по 6 признакам, по которым удалось отразить воздействие задач на креативное мышление, их выбор и использование преподавателями, чтобы создавать и развивать инновационные возможности своих учеников.
Ключевые слова: творческие упражнения, учебные задания, творческая способность, обучение, физика, средняя школа.
Dr. Pham Thi Phu1, Dr. Nguyen Dinh Thuoc2, M.A. Nguyen Van Phuong Nghi3
:Vinh University, 2Loc 5 High School Nghe An CREATIVE EXERCISES ON PHYSICS AT HIGH SCHOOLS IN VIETNAM
Abstract
This paper presents the results of research and development of innovative training concepts by V.G. Razumopsky who makes proposal to Physics teaching in secondary schools in Vietnam; The authors have detailed two types of creative exercises of Razumopsky into the 6 signs, which both reflect their impact on fostering the qualities of creative thinking, and easily operate in the selection, construction and use of teachers in order to establish and develop innovative capabilities to their students.
Keywords: creative exercises, training exercises, creative ability, teaching, Physics, High school.
1 Theoretical basis of creative exercises
.T he theoretical basis of creative exercises (CE) in teaching Physics is the similarity in the nature of science awareness activities in Physics and Physics learning activities, which essentially represents new features in awareness: physicists study "something new" means that they find the scientific inventions that no one knows beforehand, meanwhile students discover "something new" for themselves; and "the new" is the essence of creativity. In physics, V.G. Razumopsky [1] presents the creative process as a cycle, such as chart 1:
Chart 1. Circle of scientific creativitiy
The creative process takes place in a 4-step cycle as above, in which the most difficult thing demanding the highest creativity is the period from the innitial event of proposing hypothesis model and stages offering the experimental project to test the consequences derived from theoretical models. During these two periods there is no logical inference path which is mainly based on intuition; here intuition thinking plays an important role required to give a new conjecture, a completely new solution and it is a truly creative activity.
Basing on scientific innovation cycle in Physics, the similarity of the nature of the cognitive processes of students while studying Physics and Physicist's studying physics, we can build creative exercises in Physics. This is a fairly new concept of theory of teaching Physics in Vietnam, whichis rarely mentioned or was done in a simple system without care and difficult to manipulate. Here introduce the results of our research on theoretical foundations and orientation exercises use creativity in teaching Physics in Secondary Education schools (high schools) Vietnam, contributing to the realization of the towards teaching creative capacity development - one of eight core competencies which modern schools should establish and develop for learners.
According to Razumopsky [2], creative exercises in physics are exercises that assumption without adequate information relating to the physical phenomenon, there are physical quantities that are hidden ; conditions of a problem do not contain direct indications on angorit solution or knowledge needed.
2. Differentiate creative exercises and training exercises
Physical exercise is very diverse and rich with many names, different classifications based on different criteria to select. If basing on the nature of the thinking process when dealing with the exercise is to reproduce nature (reproduction of the way done) or creative nature can be divided into two categories:
- Training Exercise (TE): Use your skills to apply the knowledge and determine solving the exercises following anavailable pattern . Recreate nature of thinking manifested in: learners compare exercises that need solutions with known forms of exercises and use the known solutions; all the facts were contained angorit solutionin the subject.
- Creativity Exercise (CE): used for fostering the qualities of creative thinking: flexibility, originality, sensitivity of thinking. Creative nature expressed in a way without angorit for solving homework problems in which the problem conceals all the facts that make learners link to an available angorit . With the CE, the learners have to use knowledge flexibly in new situations (unknown), discover something new (on knowledge, skills of activity or new behavior) .This division is relative because "the new" relatively depends on the one who deals with the problem and depends on the time in use: it is just "new" at this time (when it is a CE) but when it is obvious ,it becomes a TE ( for each student).
The distinction TE and CEis clearly seen through the following examples:
At the Mechanical section of Grade 10, after students (Ss) have mastered the law of conservation of momentum at the applicable level - rehearsalappliance (grade 3/6 of Bloomawareness scale [3], [4]) , teachers give students following problems:
Problem 1. A boat with 2meters in length and 100kg in weight on a still lake; on the boat is a person with the weight of 60 kg. Boat parked in a direction perpendicular to the waterfront. How does the boat move if the persons move from nose to drive in the direction of the boat near the shore? Calculate the displacement of the boat on the water (ignoring the resistance of the water).
Using this problem not only helps train skill of apply the method of conservation but also helps memorize the relative nature of momentum: the total momentum of a set equals total momentum vector of objects in the system calculatedin the same system of reference, there is no addition formula ofmomentum similar to theaddition formula of velocity. Apply angorit conservation methods (conservation of momentum for boat system -person in the frame of reference of the land), the results m
x = --l ; (Sign (-) indicates the boat moving in the opposite direction to the movement of the person on the boat).
m + M
This is TE if Ss was equipped angorit momentum conservation methods, from solving the problem of jerky guns at firing, to explaining the phenomenon of the boat backwards when people jumped from the boat to the shore, to solve the problem 1,all that is the ascending levels of complexity but there is no qualitative stride in thinking, and this is just the skill training.
Thinking will change in quality if we change the facts and questions of the problem so that we have the problem 2 that has practical significance, not merely a problem of anonymous textbook as in the problem 1.
Problem 2. Point out the way how to weigh a boat resting on a still lake with a straight ruler having a limit of 1meter inmeasurement , the smallest division on the ruleris in centimeter.
Apparently, students' thinking experiences something new: it is familiar for students that they must use scales to weigh an object, but the matter required hereis to weigh the boat with a ruler; i.e to find a way to associate weight (unknown) to the distance (which can be measured with a ruler). A new situation is that the problem does not reveal anything about the mobilized knowledge, the question "how" to solve an unfamiliar problem helpingprovocatecuriosity and provoke students' thinking in a positive way. This is the exercise conveying creative factor - a kind of exercise called "How?". Students have to mobilizethe knowledge of the relationship between the weight (what to look for) and distance (which can be measured with a ruler). What the ruler is used for? - the given information is not sufficient,so learners have to find solutions by observation, measurement, searching ... (because of lack of data problems). A small hint of the teacher is very important: "boat resting on a still lake" is an "expensive" hypothetical when the imagination of students in relation to the symbol on the easy movement of the boat on the water. How to move the boat? a series of plans are in place and the final planchosen is for the one of the person on the boat, here is the creative application from problem 1 tosolvethe target problem 2. The weight M which is the one to find out associates the data of the length l of the boat; the boat's displacement x andthe person's weight m are not given with direct data and the problem asks students to collect the data through measuring, experiment and observation, life experience (with a scaleto check-up healthwhich is very popular , it is certain that everyone knows about their weight in arelatively precise volume ); from which students can identify the weight M of the boat.
3. The identification in creative exercises and examples
There are many classifications of creative exercises. V.G. Razumopsky [1] based on the similarity between the scientific creative process to the nature of the thinking process in solving creative exercises, creative exercises are divided into two categories:
- Studying Exercise: requires answer the question "why?", similar to the "invention" of scientific creativity.
- Designing Exercise: requires answer the question "how?", similar to the "creation/ invention" of scientific and technical creativity.
The classification above has a high generalization, so it is difficult to apply in practice. The questions "why" and "how" often appear in the TE. In order to use easily in teaching practices we think that it is better to combine this classification with the classification according to the quality of creative thinking.
Creative thinking convergence of qualities: flexibility, originality and sensitivity. Four qualities are relatively independent at a certain level, and they can be exploited in teaching the CE to foster creative thinking for students.
Thus, we propose identification signs toCE as followed:
- Sign 1. Exercise has many solutions. The important thing in teaching is to form a flexible style of thinking,i.e to give students the habit of critical thinking: when considering an issue,we must conserve it from many angles, many different views, thereby there are many ways to reach goals and select the most efficient path. That's the premise of creativity. The exercises having more than one solution is the means to achieve this purpose. For example, in the mechanical layer 10 (grade 10), the exercises can be solved with both dynamics method and conservation one; some solvable by algebraic methods and methods of graphs (in the kinetics), ....
- Sign 2. Exercise has a similar form but its content varies: these are exercises having more than one question, the first question is a TE, the next question has similar form. If we still apply similar solution,it will lead us to a deadlock because the content of questions have a change in nature . This type of exercise can serve as a reminder helping students beware of rut and similar thinking that is always limited, and once exceeding limits of similarmethod , students will make mistakes.
Example 3. A vehicle with the weight of 20 kg can have
frictionless motion on a horizontal plane.
Put a stone with mass of 2 kg on vehicle (Figure 1), coefficient
of friction between the vehicle and the rock is 0.25. Make a drag-force
horizontally to the rock. Identify the acceleration of the rock and the vehicle, friction between the rock and the car in the following cases:
a. TractionForce : 20.0 N; b.TractionForce : 2.0 N; c.TractionForce : 5.2 N.
In this exercise, the option a. should use angorit dynamicmethod, easy to get the result of accelerator to land of each
F - fms kmg
object : stone ai=- = 7,5 m/s , vehicle a2 =-= 0,25 m/s .
m M
In terms of form, we can apply this formula to question b, c; replace value corresponding traction F . Result: a1 <0 (result incomprehensible because the rock initially at rest). However, the question b, c in Example 3, physical content has changed in nature, nature offrictionhas changed. Therefore need to consider the condition for the rock to slide on the vehicle. In b. we can get the result if using the conditions when the rock does not slip on the vehicle : F (pull) <f (maximum static friction) = 5 N, but can not apply conditions to the c. (despite the fact that F = 5.2 N > f (maximum static friction) has gained acceleration a1 <0. The key point is that the condition for the relative motion between the two objects is a1> a2. Thus, from sentence a, b to c, content of the problem has changed despite the same forms.
These exercises signs 1, sign 2 has helped overcome inertia of the rut thinking, foster flexible qualities and flexibility of thinking for students.
- Signs 3. Experimental Exercises on Physicsinclude qualitative and quantitative laboratory exercises. Qualitative exercises require experimental plan according to a given purpose and design a physical instrument or application requirements as directed experiments and explain observed phenomena occuring. Laboratory exercises include exercises on quantitative measurement of physical quantities,which illustrate the laws of physics by experiment.
Example 4. There is a very deep well without water. How to measure the depth of the well if you only have a watch with a hand of second and some small stones (quantitative laboratory exercises).
Example 5. Determine the rolling friction coefficient between tire and road motorcycles with the tools is your motorbike. (Remember to practice on a quiet road). (Quantitative laboratory exercises).
Example 5 is built on the basis of the following exercises: a car is moving at a speed of 10 m / s, then shuts down, the car gradually slows down and stops after passing the 100m from the point of the engine's shutting off. Ignore air resistance. Calculate the coefficient of friction between the wheels and the road.
Obviously, the meaning of teaching methodology in example 5 has changed in quality compared with its original exercises, especially practical, creative application properties of knowledge in new situations. 2,4,5 example belong to exercises designed to answer the question "how". To work, knowledge should be flexibly used in practical situation. This problem is known as a"midwife" for technical improvements or further is the invention.
- Signs 4. Exercises for lack or excess data
Example 6. Calculate it, if during breaks between classes at your school (usually the students go out to play, very few of you sit in class) , the power is not off (the lights bright, the fanare still spinning), then in a month (30 days) how much money on electricity do your school waste?
These are exercises that mean a lot in terms of reformatories, general technical education and education of the public saving awareness and combating waste, it also has great impact on fostering creative thinking. In this problem , there is a lack in all the direct data, which the doers must find via observation, actual statistics and research. Planning for data collection, implementation of the plan is the creation which is almost a small scientific research.
Example 7. A linear motion object accelerate its speed from resting state and reaches a speed of 2m / s after 10 meter moving, the acceleration of the object is 0.5 m / s2. Determine the object's motion time during acceleration.
This exercise not only gives redundant data but the data itself is also mutually exclusive, leading to different results of the quantity to be found.
Supposedly acceleration, can be calculated: a= Av/At, At = t = Av/a = (vt- v0)/a= 4s
Supposedly the way, can be calculated: S = at2 / 2, t = = 6,32s
Clearly, the problem gives one of the three redundant data: vt, S, A; and three facts do not fit together, violating proven equation: V02 = 2aS vt2-. Creativity here is that students must recognize the unusual of the problem, point out the contradiction between the facts and can suggest ways to adjust the data to be common problem.
The analysis of the results received, compare the results with the data given problem in case problems admit that the data is more important than the resolution process.
- Signs 5. Exercise paradox, sophistry
These are all problems that contain a fallacy which should have led to the paradox: conclusions drawn contradict or conflict with practical principles, known laws of physics.
The exercises of signs 4, 5 train uniqueness, sensitivity of thinking and have a good effect on fostering critical thinking, judgment, which is a precursor to creativity.
- Signs 6. The problem of "black box"
According to M. Bun-fiber-man [5], the problem of the black box attaches to the study of objects whose inner structure is a new object of cognition (unknown), but a structural model of object can be provided if the data "input", "output"is given. Problem solving of a black box is a process using synthetic knowledge, analyzing the relationship between the data input and output to find the inner structure of the black box. The nature of the thinking process when students solve the black box similar to the thinking process of an engineer who studies the structureof a clock which is no way removed out; he must make a model of the structure of the clock,
operatethe model, adjust the model until the observed activity of the model is like that real clock, then the created model reflects the structure of the real clock.Therefore, the problem of the black box beside their reformatory function, also functions fostering as innovative capacity.
Example 8. There arethree elements R, L ( Net sense coil), C; each element is stuck on one side of the same triangle ( Picture 2a) and placed in a sealed box with three lines out (picture 2b); Place a DC voltage U = 40V respectively between points A, B, C. We see: UAB = 40V,then there is a short circuit; the UAC = 40V then AC = 0,4A I; UCB = 40V, then I CB = 0,4A; If setting up an alternating voltage U = 40V, 50Hz respectively between points A, B, C; the results showed:
UAB = 40 V, I = A; UCB = 40 V then there is a short circuit.
Locate the elements in the box and the values R, L, C.
At higher levels, this exercise can be turned into laboratory exercises.
4. Conclusion
The 6 showed signs indicate that CEs are very diverse and vary in difficulty. Despite their tremendous function in fostering creative thinking, CEs have been seldom used in real teaching in Vietnam.The number of documents on CE in Physical exercise is rather modest. Identification of the 6 signs proposed by us above gives many advantages and easy to apply in compiling deployment and use in teaching. These exercises have similarities in their novelty of phisical content or approach, especially their method of thinking without repetitiveness, but always research under the rules of the most general movement philosophical materialism dialectical thinking. Innovating teaching methods to foster physics creative capacity for students to exploit and use CEs into teaching in schools.
References
1.V.G.Razumovskij (1975), Razvitie tvorcheskih sposobnostej uchashhihsja Moskva "Proveshhenie".
2. V.G.Razumovskij (1986), Tvorcheskie zadachi po Fizike v srednej shkole, Moskva "Proveshhenie".
3. Bloom B S, et al., (1956), Taxanomy of Education Objectives. Handbook I: The Cognitive Domain, New York, David McKay Co. Inc.
4. Bloom B S, et al., (1964), Taxanomy of Education Objectives. Handbook II: The Affective Domain, New York, David McKay Co. Inc.
5.Autorenkollektiv (unter Leitung von Wunschmann, M. Liebers, K. Subow, W.G. Rasumowski (1978), in der DDR Methodik des Physikunterrichts und der UdSSR. Volk und Wissen Verlag Berlin Volkseigener.
