| With the deep implementation of the new curriculum reform,chinese scholars have advocated various new teaching modes in recent years.But based on the deep research on the front-line physics classes in senior high school,it is found that a single traditional teaching mode is still widely used by most teachers.In recent years,Project-based Learning(PBL)has become popular in China.And some scholars have implemented this learning concept in primary and secondary classrooms.To keep pace with the times,it is necessary to cultivate students’ core quality of physics according to the requirements of the physics curriculum standard of ordinary high school(Revised edition in 2020).This paper attempts to apply PBL teaching mode to high school physics teaching in order to improve students’ scientific inquiry ability.This paper uses literature research,experimental research and investigation methods to carry out teaching practice.Before teaching practice,determining research content of this paper and understanding the theoretical basis and characteristics of PBL at the same time with theliterature research method.In the process of teaching practice,PBL teaching process and teaching cases are designed,and teaching experiments is carried out in a middle school in Xining City.After the teaching practice,interview method is adopted to interview the students in the experimental class,and the advantages and disadvantages of PBL teaching mode in the practice process are summarized according to the feedback of students.At the same time,SPSS is used to analyze the data of the survey scale,and the scientific inquiry ability of the experimental class and the control class before and after the teaching experiment intervention was compared and analyzed.Through theoretical study and teaching practice,this paper draws some conclusions.First,this study finds that PBL teaching mode can better improve students’ scientific inquiry ability compared with conventional teaching.Second,PBL teaching model has a more obvious effect on the improvement of the two elements of questions and evidence in the ability of scientific inquiry.Finally,the shortcomings of this study are summarized,and the future research is prospected,hoping to provide reference for teachers who are interested in studying PBL teaching model. |
