An Empirical Study On The Training Of Scientific Inquiry And Reasoning Ability Of Senior High School Students By Digital Experiment

In 2013,the Ministry of Education of China initiated the revision of the high school curriculum and proposed the concept of "physics core literacy",which indicates a new direction for high school education.It is an important task to cultivate students’ physics core literacy in high school,with "scientific inquiry" and "scientific reasoning" being important methods for exploring physical laws and essential core literacies in student development.This study explores teaching cases aimed at cultivating high school students’ abilities in scientific inquiry and reasoning through digital experimental teaching methods.It is of reference significance for enriching the case studies of digital teaching in cultivating physics core literacy,and promoting the integration of information technology into physics classroom teaching.Through literature research,a table was used to organize the research on “scientific inquiry and reasoning ability” and “digital experiments”,analyze their commonalities,identify key points of correlation,and design a survey questionnaire to investigate the cultivation of “scientific inquiry and reasoning ability” among high school students in a certain high school in Baise,Guangxi.Based on relevant theoretical foundations,digital experiment teaching was used as a means to cultivate high school students’ scientific inquiry and reasoning abilities.Two digital teaching cases,“Temperature and Thermometer” and “Isothermal Changes and Isobaric Changes” from the third volume of the People’s Education Press’ s selective compulsory textbook,were designed along with feedback evaluation questionnaires.These cases were implemented in a experimental class(Grade 11,Class 5)in the Baise high school,while another class with similar physics scores(Grade11,Class 6)served as the control.After the implementation of the cases,a post-feedback evaluation questionnaire was used to survey and evaluate the experimental group.Based on the survey and evaluation results,the following conclusions were drawn:First,digital experimental teaching has a positive impact on the cultivation of high school students’ ability of scientific inquiry and reasoning.Secondly,the development of digital experimental teaching cases has reference significance for the integration of information-based teaching methods into physics classroom.Third,the digital experiment can expand the scientific vision of students to a certain extent,and accumulate scientific inquiry experiment experience.