| With the continuous promotion and reform of education by different countries all over the world,more and more countries have paid their attention to the cultivation of students’ scientific inquiry ability.The scientific inquiry ability is not only one of the main methods for students to study Physics,but also a kind of comprehensive and essential ability and literacy.The argument driven inquiry(ADI)is a teaching model that combines scientific argumentation with scientific inquiry,which drives the entire scientific inquiry process by argument.In that process,students experienced the following eight links,namely designing experimental scheme,collecting data,conducting argumentation and preparing research report and so on.Relevant research indicates that this model can promote students’ scientific inquiry ability and improve students’ scientific literacy as well.At present,the research of China’ s ADI teaching is relatively late and its exploration in Physics is in its infancy.In order to implement the requirements of the new physics curriculum standard and to promote the development of students’ scientific inquiry ability in Physics teaching,it is necessary to apply ADI to practical research.Therefore,this paper applies ADI model to the teaching of high school Physics,so as to explore the impact of ADI teaching mode on students’ scientific inquiry ability.This research mainly consists of two parts,theory and practice.In terms of theory,first of all,through the method of literature research,this paper sorts out the research status of ADI teaching model,the connotation and theoretical basis of ADI mode and scientific inquiry ability;then,it designs the teaching process of teachers applying ADI model;finally,based on the perspective of ADI,this paper complies four teaching designs and experimental handouts,i.e.,“Exploration of the Law Between Car Speed and Time Change”,“The Rule of Free-fall Motion”,“Synthesis and Decomposition of Forces” and “Exploration of the Relation Among Acceleration,Force and Mass”.In terms of practice,this paper adopts the methods of quasi experiment,questionnaire and interview.Firstly,the author makes a pre-test of scientific inquiry by taking one or two senior classes of a middle school in Zhongxian County,Chongqing as the research object.Secondly,ADI teaching model is adopted in the experimental class and the general inquiry teaching mode is adopted in the control class.Practice is carried out under the same other conditions.Finally,this paper conducts a scientific inquiry post-test and questionnaire survey,and interviews the teachers and students of the experimental class.The research results indicate that after the independent sample t-test of the post test results of the scientific inquiry ability of the students in the experimental class and the control class respectively,the P values of the students in the two classes on the three elements of question,evidence and explanation are less than 0.05,manifesting that there are significant differences in the above mentioned three elements between the two classes.By further analyzing the current situation of students’ scientific inquiry ability in experimental class and the control class,it is found that the P values of the four scientific inquiry sub-abilities of the two classes in raising questions,formulating experimental plans,collecting and calculating data,analyzing data and drawing conclusions are respectively less than 0.05,showing that there are significant differences in the above four mentioned sub-abilities between the experimental class and the control class.Through integrating results of paper test,questionnaire and interview,the following conclusion can be drawn in this paper:(1)Physics teaching based on ADI mode can improve students’ scientific inquiry ability;(2)Physics teaching based on ADI mode can enhance students’ interest in Physics learning;(3)Physics teaching based on ADI mode can deepen students’ understanding of knowledge. |
PDF Full Text Request