Practice Of Reflective Learning Ability Of High School Students During Inquiry Experiments

Nowadays, with social progress and technological innovation, the aim of education is not merely teaching and learning any more, but is more likely to teach the students how to link knowledge and practice, to create values using the derived knowledge. Education is aiming at developing student’s innovative spirit, which should be started from childhood and from making the most of students’potential. It could be benefit for the students to master a inquiry experiment if reflective learning is used in the process of experiments. Based on the combination of theory and practice, the other abilities, such as self-learning ability, innovation ability, et. al, can be effectively developed. Based on the teaching practice, the status and the main influences of high school students’reflective learning ability are studied and analyzed using methods like questionnaire, interview method, literature method, action research and so on. Further, we propose strategies for senior high school students to combine physical reflective learning and inquiry experiments.Utilizing questionnaire, combining with interviewing students, teachers and parents, we find that some students still understand some aspects of the experiments poorly. Only a few students would like to active reflection during the experimental process; Many students only complete the experiments, without understanding the purpose of the experiments. By the questionnaire survey and personal interview, the characteristics of the experimental flective learning of senior high school students. The reflective learning ability of high school students get better with the growth of age; learning environment, experimental environment, teaching methods of experiments and the teacher’s psychological factors could affect the students mastering the experiments, and thus affect the formation of reflective learning ability; there is reflection any more. Experimental interest for students are not good mobilized, sometimes they even feel conflict for physical learning.Based on the related theory and research achievements of others, combining educational practice, related factors of reflective learning ability in inquiry experiments for senior high school students in physics are analyzed. According to the factors affecting high school students’reflective learning ability, combined with students’actual situations, some researches on how to cultivate the high school students’reflective ability in experiment has been conducted in teaching practice. By considering the inquiry experiments as one way for reflective learning, aiming to cultivating students "reflective learning ability, we proposed several strategies:(1) Cultivating and strengthening the students the reflective consciousness during experimental process;(2) Strengthening the students’reflective learning ability during the experimental process;(3) In every step of the inquiry experiments, help the students to cultivate the reflective ability, analyzing problems on the basis of concrete circumstances, specific analysis for specific cases;(4) The teachers should reflect on themselves after experiments;(5) To create an relaxed environment for students for reflective study, to guide them learning physics with enthusiasm and interests, so to grasp the practical skills better. We hope this work will do benefits to provide some suggestions for teaching of high school physics, and to plays a certain role in promoting the implementation of the new course standard of high school physics teaching.