Practical Research On The Cultivation Of Reflective Learning Ability Of High School Students In Physics Experiments

On the basis of compulsory education,the high school physics curriculum standard requires students to achieve the corresponding curriculum goals in order to further promote the cultivation and development of the core literacy of students in physics.In the aspect of "scientific thinking",students are required to have the consciousness to handle problems with critical thinking;in "scientific inquiry",students are required to reflect on the inquiry process and results.Researchers are gradually realizing that training students to learn to question in learning,having a sense of questioning,a spirit of questioning,and a questioning ability can promote students' thinking development.With the development of social modernization,cultivating innovative people has become the needs of the times,and comprehensive implementation of quality education has become the call of the times,and the foundation of all this is the cultivation of students' reflective learning ability.Reflective learning through physics experiments allows students to return to the entire experimental process.Under the guidance of teachers,students reflect on experimental learning,find the shortcomings of their own learning,and break the original thinking set,and open up new learning.This study is based on the high school physics curriculum standards and combines the characteristics of physics experiments to study the students' reflective learning of the two types of physics experiments: demonstration experiments and student experiments in the physics classroom.In order to cultivate students 'reflective learning ability in physics experiment learning,and improve students' physical core literacy.This study is divided into the following areas:The first and second parts mainly understand the background and significance of this research content by reading the literature and searching for information,as well as the current research status at home and abroad,and then determine the research content,methods,and ideas of this topic;The concepts of reflection and reflective learning,reflective learning ability are defined,and the theoretical basis of this research is based on metacognitive theory,constructivist learning theory,and Dewey's reflective thinking theory.In the third and fourth part,through the analysis of the results of the current situation questionnaire and the interviews with some students,we have qualitatively learned that the reflective learning situation of high school students' physics experiments is not ideal.They have a more positive attitude towards physics experiments,but they still have embarrassment about experimental learning;They think that the physical experiment is not enough in the classroom;In the study of physics experiments,they are not conscious enough to reflect actively;Skills in physical experiment reflection need to be improved;This research combines the reflective learning ability measurement questionnaire with physics experiments to obtain the "high school student reflective learning ability measurement questionnaire",and distributed it to the survey subjects and found that the scores of students on reflective behavior and critical reflective behavior were lower than the scores of non-reflective behavior.This quantitatively measured the students' low reflective ability in physical experiments.Through interviews with teachers,I learned that the current teaching status of reflective teaching in physics experiments by senior high school physics teachers reflects the lack of attention given by many teachers to the reflective teaching of physics experiments,and the simplification of experimental teaching models and evaluation methods.According to the survey results of teaching status,based on metacognitive theory,constructivist learning theory,and Dewey's introspective thinking theory,a teaching strategy is developed to cultivate students' reflective learning ability in physics experiments.Teaching strategies are divided into teaching preparation stage,classroom teaching strategies,after-school implementation strategies.The fifth part formulates the practical research plan through the action research method,and determines the purpose,design plan and research object of the practical research.Through a two-month internship in a high school in Shanghai,the proposed strategy is combined with practical research,and the "molecular Avogadro constant","relationship between gas pressure and volume",and "electric field of charge interaction" as examples,and these courses are implemented around the teaching strategy of cultivating students' reflective learning in physics experiment learning.In the analysis of teaching effects,the mid-term physics test scores and experimental reflective learning ability of the experimental class and the control class are compared,and the SPSS software is used to compare the physics test scores and experimental reflective learning ability of the experimental class and control class before and after,and the teaching Statistical analysis found that the students in the experimental class had improved their reflective learning ability in physics experiments and their scores on experimental questions.The sixth part summarizes the conclusions,deficiencies and prospects of this study.This research is based on metacognitive theory,constructivist learning theory,and Dewey's introspective thinking theory.It has been tested in practice,but it is effective.It is hoped that it can provide some reference for the follow-up middle school physics education research.