| The advent of the information age has put forward higher requirements for education and talents in the new era,and it is imperative to cultivate students’ scientific inquiry ability in the new era.Among them,physics in the compulsory education stage undertakes the important task of cultivating the scientific inquiry ability of young people.In the learning tasks of junior high school physics,physics experiment teaching is an important part and foundation of junior high school physics learning,and it is also an important channel and basis for cultivating students’ scientific inquiry ability.This research discusses how to design a mixed experiment of virtual and real based on the NOBOOK virtual laboratory,so as to enhance the interest of junior high school students in physics experiments,thereby improving students’ scientific inquiry ability.This research is mainly divided into five stages: raising questions,literature research,design research,teaching implementation and effect analysis.The author will describe the five stages in detail below:The first stage: the stage of question formulation,the author investigates the development of physics experiments in junior high schools in Lanzhou City by consulting the literature,thereby determining the research questions.The second stage: the literature research stage,to sort out and analyze the current situation of mixed experimental teaching of virtual and real at home and abroad,and the research status of scientific inquiry ability at home and abroad,and determine how to implement the research.The third stage: the design and research stage,the author investigates the status quo of junior high school students’ scientific inquiry ability,and summarizes the advantages and disadvantages of virtual experiments and real experiments by analyzing the survey results,so as to make a preliminary design for junior high school students’ physics mixed experiment teaching activities.draw a flowchart.The fourth stage: the teaching implementation stage,before the teaching practice,the scientific inquiry ability of 37 students in the ninth grade A of XX Middle School in Chengguan District,Lanzhou City was pre-tested,and the results of the previous test were analyzed.Three rounds of action research follow.The fifth stage: the effect analysis stage,the author uses the scientific inquiry ability evaluation rubric to pre-test the research object.After three rounds of action research,problems in the teaching process were discovered through student self-evaluation,peer evaluation,teacher evaluation and classroom tests.After the teaching practice is over,post-test is conducted on students,and constructive suggestions are put forward for the teaching effect,so as to optimize the education and teaching process in the future.The conclusion of this research shows that by changing the traditional experimental teaching method with the help of virtual laboratory,the teaching links are enriched,so as to mobilize the enthusiasm of students for learning physics experiments,improve students’ interest in learning,and enhance students’ participation in physics experiments.The degree of improvement,and ultimately achieve the purpose of improving students’ scientific inquiry ability. |
