Teaching Strategy Research Of Students Grouping Experiment Oriented To The Cultivation Of Scientific Inquiry Literacy In High School Physics

In the field of middle school physics teaching research,it has become a consensus that group experiments of students have a unique function in cultivating core literacy.However,they are concerned about the current status of experimental teaching,and believe that the current experimental teaching strategies and methods are difficult to effectively implement core literacy.The purpose of this study is to analyze the reasons why the traditional grouping experiment teaching paradigm can not effectively cultivate scientific inquiry literacy,and to put forward a new teaching strategy of grouping experiment which is conducive to cultivating students’ scientific inquiry literacy,and to evaluate and improve it,so as to provide reference for front-line physics teachers and educational researchers.Through theoretical analysis,the characteristics of traditional group experiment teaching and the characteristics of group experiment teaching that cultivate scientific inquiry literacy should be summarized.Combined with investigation and research,the traditional group experiment teaching paradigm is obtained,and the reasons why it cannot effectively cultivate scientific inquiry literacy are analyzed.The innovative grouping experimental teaching paradigm of cultivating scientific inquiry literacy is proposed based on the results of the survey.The students of two parallel classes in a municipal high school in Kunming are used as the experimental group and the control group to carry out practical research,and the teaching effects of the two teaching paradigms are compared and studied.This study finds that the grouping experiment of high school physics students pointing to the cultivation of scientific inquiry literacy should take the problem as the clue,take the acquisition and application of evidence as the hub,take interpretation as the key to improving thinking,and take communication as the main means.The data of the experimental group and the control group show that in terms of cultivating scientific inquiry literacy,the group experimental teaching strategy proposed in this study is superior to the traditional group experimental teaching,which is conducive to promoting the implementation of the core literacy concept and is worthy of extensive practice in front-line teaching.