| Under the background of a new round of basic curriculum reforms,the new college entrance examination phenomenon has emerged.Physical exam scores are important criteria for student learning and teacher evaluation.Physics classroom teaching methods determine students’ participation in learning and effectiveness.This study mainly discusses the correlation between middle school physics test scores and classroom teaching methods.Using the method of questionnaire survey,we selected junior middle school students from a key middle school to senior second grade students as research samples.The collected data was processed using descriptive analysis,correlation analysis,and individual case analysis.This study mainly focuses on the following: First,on the basis of related literature,the physics classroom teaching methods are classified into lecture method,demonstration experiment method,and group inquiry method,and a questionnaire for physics classroom teaching methods in middle schools is prepared;second,the assignment of questionnaires to the excel is recorded.,Correspondence with each student’s examination results one-to-one correspondence;The third is the horizontal correlation analysis of the physics test scores and classroom teaching methods in each grade;fourth is the vertical correlation between each classroom teaching method and test scores throughout the middle school stage.Analysis;The fifth is to carry out individual case analysis of the group’s inquiry method and test scores in the first and second grades,including comparative analysis,correlation analysis,and descriptive analysis.The objective description is as follows:1.The results of the physics examinations in the first and second grades and the second grade are highly positively correlated with the lecture method and the demonstration experiment method,and have a weak positive correlation with the group inquiry method.The junior high school physics test is only significantly positively related to the lecture method,and is positively related to the demonstration experiment method and the inquiry method.The physics exam scores are highly positively correlated with the three classroom teaching methods.2.The lecture method is highly positively correlated with the physics examination results throughout the middle school period;the demonstration experiment method is highly positively correlated with the test scores throughout the middle school physics study;the group inquiry method is positively correlated with the low scores of the physics test throughout the middle school period.3.The analysis of individual cases in the 2nd and 2nd year found that the class using the group inquiry method had the highest average score and the largest variance,which was conducive to high scores in the experiment questions.According to the findings of the study,relevant suggestions were made:(1)Classroom teaching methods for teachers of different grades are not static,and one lesson in one lesson will not be conducive to improving students’ physics test scores.(b)The lecture method and demonstration experiment method are all important in the middle school physics teaching.The effectiveness of the lecture method in classroom teaching and the popularity and authenticity of the demonstration experiment method are improved.(3)The group exploration method has improved the students’ practical ability,but at the same time,it is likely to cause a serious two-level differentiation in the physics performance.It is important to understand the importance of the group’s inquiry method and use it in the physics classroom. |
