| Junior high school physics exercises teaching can consolidate knowledge points,cultivate students’ logical thinking.Effective exercise teaching can make students better grasp the laws of physics,form physical concepts,but also exercise students’ higher-order thinking and promote students’ deep learning.Therefore,moderate and effective exercise teaching is essential in junior high school physics teaching.But because the teaching time is tight,the task is heavy,some exercises are complex,the problem solving step is complicated,if want to elaborate,the time needed is long.Teachers worry that they can not complete the teaching progress,so they will squeeze the exercise teaching time.Thanks to the rapid development of information technology,since the Ministry of Education formally put forward "Education Informatization 2.0",teaching informatization has become a synonym for " new teachers ".At the same time,the micro-course based on information technology came into being.The problem-based micro-course is a kind of micro-course with the core of problem-based explanation,the teaching time is usually controlled within 2-6 minutes,and the teaching emphasis and difficulty are prominent.As a graduate student,the author,as the first major participant in Hainan Province’s education science "13th Five-Year Plan " 2020 project —— " junior high school physics problem-type network curriculum development research ",inspired by this topic,and based on this research as a practical basis,this paper aims to explore the UMU interactive learning platform of junior high school physics problem-type micro-course development practice.This research first uses the literature research method to study and analyze the related literature at home and abroad,collects and analyzes the related research of junior high school physics problem type micro class,and makes a deeper understanding of junior high school physics problem type micro class.Based on constructivist learning theory,deep learning theory,Bloom’s educational goal taxonomy and so on,and on the development and implementation of the 13 th Five-Year Plan.The core part of this study is mainly divided into three aspects,as follows:In the first part,through the form of questionnaire to the UMU interactive learning platform based on the application of problem-based micro-class in junior high school physics,at the same time,the investigation and collection of teachers and students on the UMU interactive learning platform understanding,the view of problem-based micro-class,expectations and implementation suggestions.Analysis of the data found that although the slogan of teaching information shouting,but in the actual teaching process,due to backward ideas,heavy burden of education,lack of resources and other factors,some schools teaching information situation is not optimistic.Fortunately,both teachers and students say that if there is a problem-based micro-class suitable for junior high school physics teaching on the UMU interactive learning platform,they will be very willing to use it.In the second part,based on consulting literature and related questionnaire data,this paper probes into the design and development of junior high school physics exercise micro-class based on UMU interactive learning platform.This paper first introduces the examination and micro-class function of the UMU interactive learning platform in detail,expounds the detailed flow and production method of the design and development of junior high school physics exercise micro-class based on the UMU interactive learning platform,and takes an electric learning problem as an example,complete presentation of the problem-based micro-class production process and methods.Taking the four chapters of the whole textbook of physics in the eighth and ninth grades of junior high school(edited by Yan Jinduo,the curriculum standard edition of Beijing normal University)as an example,they are: the fourth chapter "Sound phenomenon ",the seventh chapter " Sports and Force ",the tenth chapter "Mechanical Energy,Internal Energy and its Transformation" and the eleventh chapter "Simple Circuit ".Each chapter designs the unit test paper on the basis of fully studying the curriculum standard and understanding the learning situation.Each unit test paper is designed according to the number and standard of the test.Then upload the exercises of each unit test paper to the UMU interactive learning platform for students to test.At the same time,each set of unit test paper exercises for teaching design,making courseware,each exercise as a unit,a problem to make 2 to 6 minutes of exercise micro-course,completed four units of exercise micro-course production,a total of 92 exercise micro-course.After putting into practice,on the basis of the experience gained in practice,the problem-based micro-courses in Chapter 10,Mechanical Energy,Internal Energy and its Transformation,and Chapter 11,Simple Circuit are improved,and 44 problem-based micro-courses are made.From preparation to recording,continuous exploration,a total of 136 exercise micro-courses were made,and the 136 exercise micro-courses were uploaded to the UMU interactive learning platform for students to choose and use.In the third part,UMU examination and exercise micro-class on the interactive learning platform were put into practice.In practical application,two ways were adopted: self-use and other use.The self-use method was to select two parallel classes with no significant difference in pre-test scores for one month’s control experiment.Chapter 10,Mechanical Energy,Internal Energy and its Transformation,and Chapter11,Simple Circuit,are selected for use on the UMU interactive learning platform.According to the traditional offline exercise teaching mode,the other factors are controlled as much as possible.After one month of practical application,the results of the experimental class and the control class were collected by taking the opportunity of the school’s monthly examination.The independent sample T test and paired sample T test were carried out by SPSS21.0 software,and the results of pre-test and post-test were analyzed,and the practical application effect was obtained by quasi-experimental education method.The experimental results show that after one month of practice,the physics scores of the experimental classes have improved significantly,the scores of the middle group have improved most significantly,and the improvement range is obviously higher than that of the high group and the low group.His approach is to share the problem-based micro-classes of Chapter 4,Sound Phenomenon,and Chapter 7,Sports and Force,to physics teachers in Grade 8,who are invited to share their weekend time with students for voluntary use without mandatory requirements.Finally,through interviews,teachers and students in the UMU interactive learning platform to use exercise micro-class feelings and suggestions.Interview results show that the junior high school physics exercises based on the UMU interactive learning platform have a certain positive effect on junior high school physics teaching,and also promote the students’ interest in learning physics and the efficiency of listening to classes.Finally,on the basis of practice,the author puts forward the principles and strategies for the development and practice of junior high school physics problem-based micro-course based on UMU interactive learning platform,hoping to provide some ideas for later researchers with the practical experience of this study.At the same time,I hope to open a window for students to promote the era of education information. |
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