How to implement inquiry learning in junior high school physics teaching

What is inquiry learning? Under the guidance of teachers, students discover a certain problem or topic from social sciences and natural sciences, use scientific research methods and methods to understand the problem, and acquire knowledge in order to deepen the understanding of the problem or finally solve it. This is research-based learning. In research-based learning, the determination of the research plan, the development and utilization of resources, and the identification of collaborators are all solved by students independently.

Research-based learning can highlight students’ dominant position in education, provide students with space for free activities, and optimize students’ intellectual structure. At present, it represents the direction of educational reform. So, in junior high school physics How to develop and implement research-based learning in teaching? Einstein has a famous saying: "Asking a question is more important than solving a problem." In research-based learning in physics, the first thing to solve is to propose a research topic. Below, combined with the practice of junior middle school physics teaching, I think research-based learning It should include four links: proposal of topic, selection of topic, exploration of topic and teacher’s principle guidance.

1. Proposing a topic

Due to the open nature of research-based learning, we often first look for topics, which is simply to ask questions. I think it roughly comes from the following aspects:,

1. Inside the physics textbook

Physics is a basic subject that focuses on experiments. In the second grade physics textbook of the People's Education Edition of the nine-year compulsory education, the definition of physics is: the study of force, sound phenomena of heat, light, and electricity, find out why they occur, and study how to use them to serve mankind. In textbooks, the exploration of many experiments or problems is itself a research study topic. Below I list some research topics that appear in sophomore physics textbooks:

Category

Page< /p>

Topic

Experiment

11

How to use a scale and a set triangle to measure the diameter of a coin

Small experiment

13

Use a homemade measuring tape to measure your height, and ask to compare the difference in height after getting up and before going to bed.

Exercises

14

How to use a scale to measure the diameter of a table tennis ball

Small experiment

27< /p>

Measure your walking speed

Small experiment

42

Use a flask and a bell to do an experiment on the inability to transmit sound in a vacuum

60

Boiling water in a paper pot

Small experiment

78

Making a pinhole Camera and periscope

Exercises

79

Use a flashlight and plane mirror white paper to conduct diffuse reflection and specular reflection experiments

Small experiment< /p>

97

Make your own parallel light source and grind ice lens to study the color of objects

Small experiment

112

Homemade balance and measuring cylinder

Small experiment

129

Rubber band dynamometer

Small experiment

142

Lift rice with chopsticks, find the center of gravity skillfully

Small experiment

158

How much pressure does an individual exert on the ground

Small experiment

173

Observe the change of atmospheric pressure with altitude

Small experiment

188

Homemade submarine model and density meter

Small experiment

201

Studying the structure of bicycles

Small experiment

Comparing whose power is greater

I have listed nearly twenty experiments in the second grade physics textbook above, all of which are proposed by the textbook for students to explore and study. Allowing students to engage in exploratory learning can enable students to taste the joy of success after their own efforts.

2. The intersection between physics and other disciplines

Since physics is one of the basic disciplines of natural science, there are many topics for research at the intersection between physics and other disciplines. This also coincides with current interdisciplinary synthesis. For example, we can allow junior high school students to make appropriate use of Internet resources, and teachers can assign topics such as transportation in the 21st century, the development of aerospace technology, space technology and our lives, etc. Let them find information and research on their own, so as to write short papers on these aspects and their own ideas for the future.

3. The intersection of physics and new technologies

Science and technology are developing with each passing day, but they are always inseparable from the basic principles of physics. In the first chapter of teaching measurement, when talking about the unit of nanometers, we can take the opportunity to introduce nanometers. technology. He also suggested that students work hard to learn skills and be determined to explore this high-tech field.

4. The intersection of physics and social life

After studying Chapter 3 Noise, students learned about the four major public hazards to mankind: water pollution, noise, air pollution and solid waste pollution. Only if everyone abides by social Only by practicing public morality and protecting the environment together can our homeland have blue sky and clear water. At this time, teachers can assign topics to students: ① Study the pollution situation of Liuyang River in our hometown; ② What noise is there in our school; ③ What are our daily bad habits of environmental pollution; ④ Is the way of garbage disposal in rural areas scientific? wait.

5. The intersection of physics and life

Physics is a highly practical subject, and research-based learning should become the link between physics and daily life. For example, if you blow soap bubbles, careful people will observe: Why is the soap spherical? Why does the soap always rise first and then fall after being blown out? Why is it sometimes colorless or even dim? Therefore, after learning "Reflection and Refraction of Light", students can be asked to use soap bubbles as a topic to make students feel that physics is closely related to life; for example, after learning the three-state changes between substances, students can explain dewdrops, frost , heavy fog, whether the "white air" exhaled by people in winter is water vapor, etc.

2. Selection of topics

I believe that junior high school students should abide by the following principles when choosing research topics:

1. Principle of subjectivity

A very important feature that distinguishes research-based learning from conventional teaching is that students have the right to independently choose topics, determine action plans, operate independently, and choose partners, which facilitates the use of students' subjectivity Therefore, several topics with different levels should be allowed to appear on the same activity theme, and the determined research topics should be able to take into account the individual differences of different students.

2． Developmental Principle

The purpose of research-based learning is to enable learners to coordinate the development and simultaneous improvement of intellectual and non-intellectual factors on the basis of mastering knowledge and skills. Therefore, a variety of methods can be used The research form enables students to understand scientific methods, enrich emotional experience, and cultivate multiple abilities. Therefore, the determined research topics should contain more educational factors to better enable students to develop in all aspects.

3． Practical principles

Research-based learning should generally be able to well reflect the relationship between physics, technology, and society. It should guide students to contact society, understand society, pay attention to social issues, and gain direct experience about social and scientific and technological progress. This enables students to truly appreciate the role of physical knowledge in human beings, its role in promoting social progress, and the power of knowledge while using their hands, brains, and experiences.

4. Feasibility Principle

When selecting a research topic, each student's original knowledge level, interests and specialties, existing teaching resources in the school and community, and the guidance level of teachers and guidance experts should be fully taken into consideration to make the research Sexual learning can really be put into practice.

3. Exploring the topic

After determining the topic, students should design a solution to the problem. First, we require students to collect information related to the problem, or design experiments to solve the problem, or the school organizes teachers or experts and scholars to come to school to give lectures, or conduct discussions through the Internet to solicit opinions. After the plan is proposed, it should also be sent to physics teachers for relevant review to avoid raising questions that violate scientific laws.

4. Teacher Guidance

In the entire inquiry-based learning, teachers always play a leading role. When students encounter problems that are far from their abilities, teachers should provide timely guidance. . In inquiry-based learning, we advocate students to explore topics that are slightly higher than their classroom knowledge. In this way, they not only develop their intelligence but also increase their abilities. In this way, students can taste the joy of success.

In short, when implementing inquiry learning in physics teaching, we must give full play to students' subjective initiative and let them increase their knowledge and skills through exploration. At the same time, teachers must also strengthen guidance and provide guidance within a certain range. Allow students to learn independently.