Application Of Teaching Software In Middle School Physics Teaching

With the development of various network platforms and information technology means,various teaching software based on the Internet has emerged.Teachers explore the teaching and learning mode of integrating teaching software with physics classroom,understand and master more teaching software,effectively use teaching and learning resources in software,and provide services for classroom teaching and students’ after-class learning.In order to explore the application of teaching software in middle school physics teaching,this study is divided into the following four parts:Study 1: the investigation of the use of teaching software in physics teaching,and the evaluation of the software by teachers and students.On the basis of questionnaire survey and interview,the teaching software commonly used in physics teaching is divided into the following three categories: the first category: resource-based software;such as NOBOOK virtual experiment software,homework help,ape tutoring,middle school physics subject network,Elite network,national primary and secondary school network cloud platform,China University MOOCs,etc.Type 2: demonstration software;such as PPT presentation,geometry board,Flash,whiteboard,Geo Gebra software,sensor software,etc.The third category:interactive software;such as nail,Tencent conference,small blackboard,one-to-one,etc.Study 2: Application research of resource-based software in physics teaching.Take NOBOOK physics experiment software as an example to introduce the application of resource software in middle school physics teaching.Taking the "satellite orbit change problem course" as a case,the experimental group and the control group are set up to study the influence on the students ’academic performance,and then investigate the students’ attitude,learning experience,learning effect and recognition of the NOBOOK physics experiment software after long-term use.The conclusion of study two is as follows: teachers can help NOBOOK physics experiment software to assist teaching,the operation is more convenient,the simulation effect is good,and the experimental phenomenon is obvious,which can make students ’focus more concentrated,promote students’ enthusiasm for physics learning,and improve their innovation ability and learning efficiency.Students like the way that teachers use NOBOOK software to assist teaching,and expect teachers to continue to use software to assist teaching.Study 3: Study the application of presentation-based software in physics teaching.In this paper,we present an example of the application of demonstration software in the teaching of secondary school physics,using sensor software as an example.Then,using "Newton’s Third Law" as a case study,we set up experimental and control groups according to whether to use the sensor or not and the design of the teaching,and studied the correctness rate of the exercises after the lesson.The conclusions of Study 3 are as follows: teaching with the help of sensor software is a relatively obvious phenomenon that reflects objective data in real time and allows students to feel the process of knowledge generation,which can stimulate students’ interest in learning physics,improve their concentration in the physics classroom,increase their enthusiasm for learning physics,and improve their innovative ability and learning efficiency.Students like the way teachers assist in teaching with the help of sensor software and expect teachers to continue to assist in teaching with the help of software.The use of sensor software in secondary schools needs to be improved and some schools are called to be equipped with sensors.Study 4: To study the application of interactive software in physics teaching.This paper presents the application of interactive software in aiding physics teaching with the example of nailing software.Study IV focuses on the features of pegging and online teaching.The findings of Study 4 are as follows: many teachers use the nailing live software,teachers are satisfied with the nailing,the sound and picture are clear,the screen can be shared,and the features such as online classroom,chalk handing,and answer cards have been updated,and the details of students’ answers can be counted in real time.The vast majority of students sustain their attention for 10-20 minutes,and believe that the length of online classes should be set at 40 minutes,and teachers should pay attention to the rhythm of the class.