Research On The Application Of Scaffolding Teaching In High School Physics Experimental Teaching

The New Curriculum Standards for General High School Physics(2017 Edition)clearly states in the curriculum philosophy that students should be guided to engage in independent learning.As an important teaching method,physics experimental teaching has an irreplaceable role in establishing physical concepts and discovering physical laws.However,due to the influence of exam-oriented education,the phenomenon of teachers overly "talking" about experiments has become the norm of physics experimental teaching,and the experimental class has been reduced to a medium for students to learn mechanically,and students lose the opportunity to think,explore and improve themselves.In order to implement the requirements of the new curriculum standards,teachers need to find a way to "return" the experimental classroom to students and create an environment for students’ independent experimental activities.Based on the above needs,this study integrates the scaffolding teaching developed based on constructivist theory into high school physics experimental teaching and tries to explore a new model of scaffolding experimental teaching that can support students’independent experiments.This dissertation follows the general framework of dissertation research in education,using the literature research method,survey research method,and teaching case study method to conduct a specific study.Firstly,the research background and the current status of research at home and abroad are clarified,and the research purpose,research significance,research content,and research method are determined.Secondly,the relevant concepts of scaffolding teaching as well as physics experiments are defined,and the theoretical basis on which this study is based is discussed.Again,both questionnaires and interviews were used to investigate students and teachers to find the existing problems of high school physics demonstration experiment teaching and high school physics group experiment teaching respectively:low participation of students in demonstration experiments;insufficient space for students to explore independently;lack of scientific thinking ability of students,lack of objective and comprehensive evaluation methods of students,etc.The design of the next application points to the direction.Then,in response to the problems found in the survey,the application principles of scaffolding teaching in high school physics experimental teaching are proposed in combination with the previous theoretical foundation,and a new process of scaffolding high school physics demonstration experimental teaching and a new process of scaffolding high school physics group experimental teaching are constructed,and specific implementable strategies are proposed for each link of the process.Then,several teaching cases were designed and applied to practice according to the application principles,application process and application strategies constructed earlier,and only two of them,"Research on the factors affecting the speed of falling objects" and "Investigation on the relationship between acceleration and force and mass",were chosen to demonstrate in this thesis.At the end of the practice,the two tests of teaching evaluation form and student interview were used to conclude that scaffolding teaching can indeed improve students’ independent strength in experiments,enhance students’ thinking,and promote the development of students’ multiple literacies.Finally,we reflect on our research process,summarize the shortcomings of our research,and provide an outlook on the next research direction.