Physics topic report

Under the leadership of the xx school, under the leadership of our school, we have identified the following research sub-topics. Under the efforts of all the teachers in the physical group, in the principle of independent cooperation, the sub-project of "investigation-based teaching design" Active exploration for the main.
Sub-topic exploration
Research on the "Inquiry" Teaching Design Diversified Inquiry Forms and Research Content Selection Research Integration of Information Technology and Exploratory Learning 1. The Background Scientific Exploration of the Subject is a new requirement put forward by the physics curriculum standard, and it is the new physics curriculum. A prominent feature. In the curriculum standards, scientific inquiry is content that is juxtaposed with scientific content and is in the upper position. Therefore, scientific inquiry runs through the new curriculum.
Scientific inquiry is not only the learning goal of students, but also one of the important teaching methods.
The classroom teaching of the basic course should also be an important position for carrying out inquiry activities.
The inquiry activities of students in physics classroom teaching cannot be equated with scientists engaged in scientific research. The basic elements of scientific inquiry activities are: asking questions, guessing and hypothesis, making plans and designs, conducting experiments and collecting evidence, analyzing and demonstrating, evaluating and communicating. Cooperation, observation, classification, comparison, etc. Depending on the student's ability and level of knowledge, it is difficult for students to repeat the scientific discovery process of scientists. In the classroom teaching, the students' inquiry activities may only involve one element or multiple elements of scientific inquiry. Students need to explore the experience of the process to stimulate interest and experience methods, and students also need to explore the results to obtain pleasure and satisfy the sense of accomplishment.
The physics classroom inquiry teaching is not to ignore the study of physics knowledge, but to pay attention to the students' independent construction process of physics knowledge. The scientific inquiry and the construction of knowledge occur in the same process. The main purpose of inquiry teaching is to enable students to generate learning needs in a complete and real problem situation, and to complete the interaction, communication and collaboration between the cooperative members, and to realize the meaning of knowledge by taking the initiative to explore and experience the students. Construction process. That is, under the guidance of teachers, students can independently think, explore, communicate, and learn through the brains of students, and constantly discover the causes and internal connections of things, and find out the rules. Make the learning content more intrinsically connected, easier to understand, and at the same time realize the development of student cognitive strategies.
Therefore, the inquiry activities in the students' classrooms need to be designed. This design does not bring the students into an inherent routine. Instead, the teachers should provide the students with appropriate materials and think about and estimate the difficulties students may encounter. Give students the necessary guidance and help during the event.
Second, the significance of the subject research Through a variety of physics classroom inquiry-based teaching methods, to help students learn physics knowledge and skills, cultivate their scientific inquiry capabilities, so that they gradually form a scientific attitude and scientific spirit, which is conducive to improving the scientific literacy of all students. It is undoubtedly of great practical significance to realize the curriculum objectives proposed in the new curriculum reform curriculum.
Third, the theoretical basis of the research
1. Pragmatic inquiry teaching theory Dewey first proposed a more systematic inquiry teaching theory, emphasizing the ability of students to explore the spirit of exploration and solving practical problems. It can be said that it has opened up a new field of teaching research and practice, causing people to The great concern of the students' subjectivity and the deep reflection of the position and role of teachers and students in the educational process.
2. Constructivist Learning Theory The learning method advocated by constructivist learning theory is the student-centered learning under the guidance of teachers; the constructivist learning environment includes four elements: situation, collaboration, conversation and meaning construction.
Constructivism emphasizes in teaching activities: (1) clarify “student-centered”; (2) emphasize the important role of “situation” in meaning construction; (3) emphasize the key role of “collaborative learning” in meaning construction; (4) under the guidance of constructivist learning theory The instructional design should be designed for the learning environment rather than the teaching environment; (5) use various information resources to support “learning”; (6) The ultimate goal of the learning process is to complete the meaning construction.
3. Information Processing Theory of Inquiry Teaching Science is essentially inquiring and is constantly developing and changing. If the knowledge in textbooks is regarded as the constant truth, and the experiment is only used as a method to verify the concepts and principles of science to teach students, it is easy for them to form an absolute scientific knowledge concept, a wrong scientific methodology and a one-sided scientific development concept. . Starting from the information processing process, I believe that teaching and focusing on the mastery of knowledge, pay more attention to the process of teaching information processing itself, and establish an inquiry-based teaching model corresponding to this kind of thinking.
4. Humanistic inquiry-based teaching theory Humanistic inquiry-based teaching theory not only puts forward the specific objectives of scientific inquiry for students, but also enables the scientific teachers to conduct inquiry-based teaching. Exploring some practical problems arising from the things that students experience is the main method to be used in science teaching.” Oppose the evolution of inquiry-based teaching into purely academic activities, which separates society from the actual life of students. It is carried out on major practical issues that are closely linked to social and personal life.
Objectives of the research 1 In the process of designing high school physics teaching, the strategy of cultivating students' self-exploration ability is preliminarily summed up, stimulating the consciousness of innovation, making students want to explore; creating a good atmosphere, making students dare to explore; So that students will explore; experience the joy of success and make students love to explore.
2 The exploration of design physics teaching focuses on increasing the experiential exploration opportunities of students and embodying the subjective learning process through communication and cooperation.
V. Main contents of the research
1. Design a physical inquiry classroom teaching mode;
2. Design principles and entry points for inquiry activities in physics classroom teaching.
Sixth, the subject research method research using open practice to explore research methods: that is, teachers participating in the curriculum reform work together, discuss together, customize the subject, practice, explore, and experience and exchange in the usual teaching .
VII. Main Processes of Project Research (1) Preparation of Project Research All members of the research team extensively collect theoretical and practical data on the reform of external physics classroom teaching. Each member spends a long time systematically learning these theories and materials, extracting important theoretical and practical experience. Improve the theoretical level and eliminate misunderstandings. Increase awareness of the reform of physics classroom teaching.
(2) Project opening report meeting The members of the research group and all the physics teachers will focus on the discussion, propose improvement suggestions, improve the research project of the project, and hold a report on the opening of the project.
(3) Subject experiment According to the division of labor, the members of the research group carried out a large number of practices through research materials, collective preparation, class test, experimental operation, correct analysis, investigation plan, writing case, and examination and comparison. In the practice of the past two years, in addition to the normal work, the members of the research team often stalked the night battles, saw the needles, took the trouble, and took the sick work, and made hard work and hard work for the teaching and research subjects.
(4) Reporting results stage The curriculum reform teachers report various research results, including courseware, papers, materials, and data.
(5) Revision and improvement stage On the basis of a large number of data, cases and experiments, the evaluation and revision opinions of the formed research results are proposed.
(6) Submit the expert review (7) Conduct the project completion report.
Eight, the research of the subject
1. The protection of the subject members.
The establishment of key members of the school, including the principal, director, deputy director, teaching and research team leader, and preparation team leader, provided a strong foundation for the experimental research of this topic.
2. Strong support and support from school leaders. The article you are browsing is organized, and the copyright belongs to the original author and the original source.
Under the unified deployment of the principals, the leaders of each district and the school leaders of Zhangping City also strongly supported the research work of the teaching and research group, laying the foundation for the normal development of the activities of the research group.
3. The guarantee of school network resources.
The school's audio-visual center and electronic preparation room provide a strong guarantee for teachers' teaching and students' inquiry-based learning.
4. The sincere unity and team spirit dedication of the team members provide guarantee for the research of the subject.
Nine, research results
1. Explore and try out the inquiry-based classroom teaching mode.
The classroom structure is “scenario interest → problem guidance → activity inquiry → feedback exchange → application activation”.
The details are as follows:
Students stimulate learning interest around the physical scenes or phenomena created by teachers. Teachers try to inspire students to cognize conflicts, stimulate their desire for knowledge and ask questions of inquiry;
Students explore problems through hands-on experiments, form and test hypotheses, solve problems, and interpret observations;
Students analyze and interpret data to synthesize their own views;
Teachers and students jointly review and evaluate the content and learning methods learned;
Apply what you have learned to the new situation to broaden your understanding and form new skills.
2. The following principles should be mastered in the design of the inquiry course.
The principle of inquiry The inquiry-based teaching is born out of scientific inquiry activities and has strong stylized features. Therefore, the entire instructional design must be very rigorous and inherently logical.
Diversity and selectivity In the classroom inquiry, it is impossible to explore every step of the process to enable students to get full activities, and to have the diversity and selectivity of the inquiry process. Therefore, teachers should grasp the essence of scientific inquiry rather than formalizing and stylizing it.
The openness principle is the most prominent feature of inquiry-based teaching. Openness does not mean laissez-faire. This requires designers to more fully estimate the current situation of students' learning and the difficulty of teaching content, and more appropriately carry out environmental design and media. Design and so on.
Problematic Principles Asking questions is a prerequisite for scientific inquiry. Einstein said: "It is often more important to ask a question than to solve a problem." Therefore, teachers should carefully set up the inquiry situation so that the problem is hidden in the situation. The motivation for students to find problems and question should be The design principles of concern.
The principle of subjectivity and the principle of student subjectivity require that when teaching design, we should fully consider how to stimulate students' interest and motivation in problem situations or inquiry content, ensure the openness of the whole inquiry process to students, and provide students with independent exploration and autonomy. The opportunity to create.
Inspire interest principle
Students' interest in exploring content is a source of motivation for exploring activities. Exploring the combination of physical problems in life with physical laws and teaching practice will enhance students' intimacy and interest in physics classes, making students excited and generating desire for inquiry.
3, design physics classroom teaching activities, you can start from the following aspects as an entry point:
Select appropriate physical scenarios, use "suspicious inquiries" as the entry point, and cultivate inquiry consciousness and inquiry attitude.
Choose appropriate physical issues, and use "guessing delusions" as an entry point to develop students' habits of inquiry.
Select appropriate physical experiments, use "independent design" as the entry point, and cultivate students' exploration methods.
Connect with life and technology, and use "learning to apply" as an entry point to develop students' ability to explore in the process of solving practical problems.
X. Main problems in the research of the subject and future ideas A high-quality and efficient scientific inquiry course needs time to guarantee. This is the contradiction between effective scientific inquiry courses and the main problems in the research of this topic. Therefore, the implementation of inquiry-based teaching requires teachers to optimize classroom teaching. This is also the future research direction of this topic.