Study On Behavior Analysis In Junior Middle School Physics Inquiry Experiment

With the reform of physics experiment teaching,the teaching mode of inquiry experiment has attracted much attention.In the classroom teaching of inquiry experiment,teachers’ teaching,demonstration experiment and student hands-on experiment are combined,which is beneficial to the physical experiment teaching characteristics of "based on experiment and students as the main body".Junior high school students have a strong interest in physics experiment,so it is of great significance to study the teaching of inquiry experiment in junior high school physics under the background of physical curriculum reform at the stage of compulsory education.In the field of quantitative analysis of physics teaching behavior in middle school,the more mature tool is the physics Flanders classroom interaction analysis system.The author combines the system with the improvement.Through the qualitative and quantitative analysis of the twelve typical cases in the local area,the paper summarizes the basic process and main characteristics of the inquiry experiment classroom teaching,and puts forward the corresponding teaching suggestions,in order to provide reference for the reform of physics classroom teaching in junior middle school..Through this study,it is found that in the case of exploratory experimental class,the first is to create the physical situation by the teachers,and then to guide the students to review the old knowledge.The students explore the problem through the previous experience,and then cooperate with them to carry out the experimental operation.Finally,the teachers and students can communicate and discuss the results according to the experimental data and the results.To sum up the general rules and learn to use it.The students’ experiment has become the main part of the classroom.The proportion of language behavior in the inquiry classroom is not as good as that in the traditional experiment class,but the teacher still plays the leading role.Through quantitative analysis,we can see that although the inquiry experiment has left more time for students,the atmosphere of classroom teaching is still very harmonious,and the discipline is in good order.Through the study of representative classroom cases,the author suggests that in the course of inquiry teaching,teachers need to carry out a rigorous design of the whole course of inquiry,so that students can feel the logic of concept establishment and the consistency of the law.There are more open questions and divergent students’ thinking.Because of the large number of students in the class,we should pay more attention to cultivating the students’ consciousness of "division of labor";teachers should leave more time to the students,and also need to pay attention to the "sudden situation" in the classroom.