Research About The Physics Experiment Questions Based On College Entrance Examination Affecting The Physics Experiment Teaching And Learning In High School

The examination is an important part of the cause of education, it have a very close relationship with the teaching and learning. The study of washack effect in linguistics is an emerging research; it refers to the impact of testing on teaching and learning. After the implementation of the new curriculum reform, developing students’practical ability has been more attention, through the manner of Written examination to test the students’experiment ability in the College Entrance Examination, is impossible to reflect the students’experimental comprehensive and truly, and under the influence of the thought about Examination-oriented education, the first-tier secondary school teachers do not pay attention to make students to learn to experiment during the experiment, with the concept of "Seeing experiments is better to doing Experiments, listening to experiments is better to seeing experiments, and listening to experiments is not as good as reciting experiments.", the experimental teaching is neglected. Under the baton of the College Entrance Examination, this research is to survey what is the impact on the high school physics experiment teaching and learning about the College Entrance Examination in the end, and in the actual teaching, teachers and students how to look at the relationship between learning, capabilities and examination.In this thesis, including the two studies:1. Research the questions of physics experiments in the College Entrance Examination during the six years in Chongqing and national study. The study is to analysis and statistics the characteristics of the proposition about the questions of physics experiments in the College Entrance Examination during the six years in Chongqing, including the distribution of knowledge point and the mastery, the difficulty, the situation of contacting the living or the natural or the cutting-edge technology, and the situation of examining the capacity of elements. 2. Investigate the impact on the high school physics experimental teaching and learning from the College Entrance Examination. Through the manner of questionnaire and interview, this study is to survey questions set of physics experiments in the College Entrance Examination impact the high school physics experiment teaching and learning, impact on students:including learning content, learning styles, learning performance and participation in classrooms; impact on teachers:for example, teaching content, teaching methods, teaching attitudes.In this thesis, there are the following conclusions:1. The overview on physical test questions in College Entrance Examination:the number of physical test questions in the college entrance examination of Chongqing and National study in 2006-2011 is two, the kinds of the test questions related to fill in the blank, choice, short answer, and mapping, mainly to fill in the blank and multiple-choice, score about experiment test in Chongqing is 17 points between 2006 and 2008, an increase into 19 points from 2009, the proportion increased from 14.17%to 15.83%; but in National study is 17 points between 2006 and 2007, an increase into 18 points from 2008, the proportion increased from 14.17% to 15.00%. To the scope of knowledge of the test questions, the proportion of examining electromagnetism is maximum, followed by mechanical, optical, thermal experiments were less involved, for example, they are were not involved in Chongqing. Source of the experiment test is from teaching in schools, the proportion of questions contacted life and technology is relatively small.2. The situation of examining the experimental elements:There are seven elements of scientific inquiry and experimental requirements in the "Physics curriculum standards", however in the past six years in Chongqing and National study; physical experiment test in the College Entrance Examination only examined one of the four. According to the proportion of descending order is the "experiment and collect evidence", "analyze and demonstrate", "plan and design experiments", and "assessment". The "questions", "conjecture and assumptions", and "communication and cooperation" are not reflected in these questions. There are 27 secondary elements, actually tested only 10, According to the proportion of descending order is the "experimental operation following the instructions and can use the basic experimental apparatus", "analysis and process the experimental data", "try to draw conclusions based on experimental results and data", "try to select the experimental method, device and equipment", "explain and describe the experimental results", "awareness of the safe operation", "accurate records of experimental data, to know the significance of repeated collection of experimental data", "collect data with a variety of ways", "know the purpose of the experiment and the existing conditions, establish a pilot program" and "lessons learned to improve the inquiry program",3. The affect of teachers’teaching:Teachers’teaching contents, teaching methods and teaching depth are certainly influenced by the command system of College Entrance Examination. The majority of teachers choose mechanical and electrical as an experiment teaching content, teaching methods take more to explain, only 26.67 percent of the teaching use the way of experiment, the type of experiment which are often tested in the college entrance exam, the depth of their teaching is depth. The teachers concepts of experimental teaching are no obvious affected by the command system of College Entrance Examination. Teachers in actual teaching can still attach importance to the launching of the experimental teaching.4. The affect of students’learning:Students’learning contents, learning styles and students’ performance in physics experimental class in the high school are certainly influenced by the command system of College Entrance Examination. Students are affected by the command system of College Entrance Examination in selecting the experimental learning content. They are focus on the mechanics and electromagnetism experiment. For the part of the optical, thermal and atomic physics experiments are less involved. Learning styles of the experimental content is mainly by explaining through teachers. In reviewing the experimental projects, the vast majority of students are learning by materials or counseling information. The performance of students in the experimental class is no obvious affected by the College Entrance Examination; they actively participate in the class.