Research On Virtual Simulation Experiment Teaching Of Junior High School Physics Under Task-driven Teaching Mode

The task-driven teaching mode is a teaching mode that takes "task" as the main line and guides students to carry out inquiry activities,which is beneficial for cultivating students’ independent learning ability.Virtual simulation experiment is relying on network technology,virtual technology,computer technology and multimedia technology and other means,the real experiment virtualized,the use of virtual instruments and equipment for experimentation platform,it is not bound by time and space,and can improve students’ interest in learning to a certain extent.In recent years,due to the rapid development of education informatization and the impact of the COVID-19,the research on integrating virtual simulation experiments into experimental teaching in middle schools has begun to be favored by front-line teaching workers,and the new curriculum standard also emphasizes the need to improve students’ independent learning ability.Therefore,this study takes the task-driven teaching mode as the framework and the NOBOOK virtual simulation physics experiment as the technical support,and constructs the junior high school physics virtual simulation experiment teaching in the task-driven teaching mode.The main work of this study is as follows:First,the study of relevant concepts and theoretical foundations.Through reading relevant literature at home and abroad,the core concepts and theoretical basis of this research are defined,the teaching elements and teaching principles of the task-driven teaching mode are expounded,and the advantages of virtual simulation experiments are shown,and the basic connotation of virtual simulation experiment teaching in junior high school physics in the task-driven teaching mode is established,so as to lay a theoretical foundation for the subsequent construction of teaching structure and practical research.Second,the investigation and analysis of the current situation of physics experimental teaching in middle schools.Interviews were conducted with middle school physics teachers to explore the actual situation of current physics experiment teaching,and a questionnaire survey was carried out on students’ physics experiment learning from four dimensions: learning interest,learning habits,learning difficulties and learning expectations,and it was found that there were shortcomings in the current junior high school physics experiment learning,such as limited students’ preparation,limited experimental inquiry,and single evaluation methods.Third,design the structure and implementation strategy of the teaching model.Based on the theoretical research of task-driven teaching mode and virtual simulation experiment,as well as the teaching situation analysis of middle school physics experiment,the model structure of "three stages and seven elements" is proposed,the activities of teachers and students at each stage of teaching are clarified,the design and implementation of teaching cases are provided,and the implementation strategies of four teaching modes are designed.Fourth,the design of teaching cases and the analysis of practical effects.Based on the mode structure of virtual simulation experimental teaching in the task-driven teaching mode,two experimental courses are selected for teaching design and put into practice in the experimental class.After practice,the same post-class test paper was released to the experimental class and the control class,and through the statistics and analysis of the results,it can be seen that in these two experimental classes,the results of the experimental class were higher than those of the control class;In addition,an after-class questionnaire was released to the experimental class,and the analysis showed that compared with before practice,students’ interest in learning physics experiments and independent learning ability were improved.The results of this study show that this teaching mode is helpful for the teaching of physics experiment in junior high school,and it is expected to provide certain reference and reference significance for the teaching of physics experiment in junior high school.