The Practical Research Of Using "Small Experiment" To Promote The Effective Construction Of Junior Middle School Students' Physics Knowledge

In junior high school physics teaching practice,there are many tendencies,such as "emphasis on problem solving,neglect of experiments",emphasis on routine experiments,and contempt for "small experiments".In the process of learning physics,students,as the subject of cognition,have little opportunity to interact with the objective world.Instead,students only act as passive receivers in process.Ignoring the experimental physics teaching may lead to a superficial construction of students' physical knowledge meanings,in which situation students only grasp the text meaning of physical knowledge,but ignore the background,application scope and application conditions involved in physical knowledge.As a matter of fact,physical knowledge should have been more vivid and charming.However,a widespread phenomena can be easily detected in the course of physical learning practice,namely,one-sided pursuit of academic achievement,neglect of experiments,especially a tendency to despise physical experiments which has been drawing its nutrition from real life.As a result,students can't develop the ability to manage a deep grasp of physicalknowledge,to reach a complete construction of physical knowledge meanings,resulting in students losing interest in physics,even a weary mood towards this subject.This research tries to integrate "small experiments" into the process of junior high school physics teaching,aiming to help students to construct a deep comprehension of meanings,promote a complete construction in terms of physical knowledge meanings,offering students a chance to link to physics.This research tries to define the conception of "small experiments" and'in the meantime to briefly sketch their features and functions.This study has its root in the principles arising from the theory-Genetic epistemology of Jean Piaget as well as theories about brain learning habits,which are centered around the psychological characteristics and development of junior middle school students in order to design a series of "small experiments" teaching cases.two Parallel classes would be selected,one of which is the experimental class and the other is the control class.And then,"small physics experiments" would be carried out in the experimental class.After a short-term practice,compare the distribution of scores in both classes so that the feasibility of "small experiments" implementation can be evaluated.Statistics on accuracy of typical physical problems in both classes' final term exam should be used to analyse whether "Smallexperiments" implementationis beneficial to the effective construction of physical knowledge meanings for students;Through the pre-test and post-test of the experimental class,it is possible to judge and recognize the changes shown in students' canonization towards physics.It has been proved in short term practice that through implementation,students are allowed more opportunity to interact with objective world,strengthen the deep construction in the process of learning physical knowledge."Small experiments" in physics can advance the complete construction of students' physical knowledge."Small experiments" in physics can increase students' intimacy with physics.