High School Mechanics Experimental Teaching Research Based On Cultivating Scientific Inquiry Ability

Compared with the general high school physics curriculum standard(experiment)(hereinafter referred to as the old curriculum standard)implemented in 2003,the general high school physics curriculum standard(2017 version)(hereinafter referred to as the new curriculum standard)puts forward new requirements for cultivating students'scientific inquiry ability in experimental courses.The new curriculum standard clearly points out that students are the subject of experimental inquiry class,and teachers should be in a leading position.It requires teachers to give students space to explore while avoiding students to conduct false inquiry,so as to improve students'scientific inquiry ability in experimental class.Based on the specific requirements of scientific inquiry in the core accomplishment of physics,this paper compares the advantages of cultivating students'scientific inquiry ability under the new curriculum standard by studying the relevant contents of the old curriculum standard and the new curriculum standard,and carries out research in this context.This paper not only elaborates on the origin of the concept of scientific inquiry,but also elaborates on its development and improvement in China in the past four decades,and concludes the different understanding and research status of Chinese scholars on the first stage of scientific inquiry.This research aims to apply the teaching mode of scientific inquiry to the experimental teaching of high school mechanics,so as to improve the experimental class of high school mechanics and enhance students'ability of scientific inquiry in the experiment.This paper takes the first-year high school students as the research object,improves the experimental teaching design and practice of high school physics and mechanics under the guidance of the new curriculum standard,and cultivates students'scientific inquiry ability.The first three chapters of this paper first systematically studied the requirements of the curriculum standards of general high school physics(2017 edition)for cultivating students'scientific inquiry ability,and combined with the relevant literature of scientific inquiry,made the exposition of scientific inquiry research every ten years since the reform and opening up.According to the existing literature,the relevant factors that may affect the implementation of scientific inquiry teaching are divided into four aspects:the influence of education policy or evaluation,the influence of school hardware and software environment,the influence of teachers'individual level,and the influence of students'learning ability.In the fourth chapter,based on the requirements of the new curriculum standard for the cultivation of scientific inquiry ability,the author designed four teaching plans of mechanics experiment in the first semester of senior high school,including:hooke's law,force synthesis,force decomposition and the relationship between acceleration and force and mass.The key details in the teaching plan are explained and commented,and the related contents are elaborated in chapter 4.The fifth chapter is the author's practice research process and result discussion of the four teaching designs in the practice school.In the process of practice'the relatively mature evaluation system of students'scientific inquiry ability is used to evaluate students'classroom performance.The results show that:in the practice process,students from the basic problem awareness to be able to observe physical phenomena and accurately express the level of physical problems;Most students can explore according to the existing scientific inquiry scheme and obtain data through experiments.A small number of students can complete the design and implementation of the experiment scheme under the guidance of communication and discussion and teachers.Students are basically able to sort out the data and get preliminary conclusions.A few students can form relevant experimental conclusions through data characteristics after learning how to use the computer to process the data quickly.Students are basically able to hand in the experimental report,some students can use images and data as support in the experimental report.Through systematic analysis and evaluation,it can be seen that students generally improve their level of scientific inquiry after receiving a semester of inquiry-based experimental teaching.In chapter six,the author makes a summary,and puts forward some teaching Suggestions from the aspects of identifying the students,recent development area,encouraging students'communication,maintaining classroom discipline,and sample observation and evaluation.