Research On The Blended Teaching Mode Of Junior High School Physics Based On Community Of Inquiry

With the advancement of technology,modern society has entered the Internet era and all sectors of society are actively exploring the right way to integrate with Internet technology.The introduction of "Education Informatization" has promoted the integration of education with the Internet.There are many drawbacks to online teaching,so blended teaching,which combines the advantages of online and offline teaching,has emerged.Based on the current situation of blended teaching,literature search and actual research,this paper designs a blended teaching model for junior high school physics based on Community Of Inquiry(COI)for the reference of other educational researchers and front-line teachers.Through a questionnaire survey of front-line physics teachers,the author understands the basic understanding of current physics teachers of traditional teaching,online teaching and blended teaching,and clarifies the need to construct a blended teaching model that can be used as a reference for front-line teachers and its necessity.Through reading the relevant literature,and taking into account the current national requirements for accelerating the education modernisation,the author identifies the Community Of Inquiry as the guiding ideology.The cultivation of core competencies and values in physics of students in compulsory education are taken as the teaching objective.The teaching processes are arranged according to the First Principles.Students’ process performance and final performance are taken as the evaluation index of learning effectiveness.Therefore,the author constructs and develops a new blended teaching mode-The Blended Teaching Mode Of Junior High School Physics Based On Community Of Inquiry.The five components of the model,namely ’Theoretical foundations’,’teaching objectives’,’operational procedures’,’teaching evaluation’ and ’implementation conditions’,are discussed in details.Our model focuses on the initiative of students and the design of activities based on the purpose to make students learn better.All activities are designed based on the different intensities of the three presences’ scaffold(’teaching presence’,’social presence’ and ’cognitive presence’)of COI at different times in the teaching process,with clear direction and operability.Finally,the section on "Lenses" in the first book of Year 8 is used as an example to combine theory and practice,making this study more meaningful in practice.