Research On High School Physics Teaching Based On BOPPPS Teaching Model

The "China Education Modernization 2035" was issued by the CPC Central Committee and the State Council clearly states that it is necessary to vigorously promote the modernization of educational concepts,contents and methods,and focus on improving the quality of education.At the same time,the eight major concepts of educational modernization require all-round development,oriented to everyone,lifelong learning,and teaching according to aptitude.The general high school physics curriculum standards also clearly state that teaching should guide students to learn independently,advocate diversification of teaching methods,pay attention to process evaluation,and promote the development of students’ core literacy.BOPPPS teaching mode is a kind of teaching mode that takes students as the main body,pays attention to teaching feedback,and emphasizes students’ participation in the classroom.The BOPPPS teaching mode is used to carry out targeted teaching design and practice for high school physics law courses,physics experiment courses and physics problem courses,in order to improve the "full classroom irrigation phenomenon" of high school physics classrooms,enhance students’ classroom participation,and obtain timely classroom feedback.The main research methods were literature research method,questionnaire survey method,interview method,statistical analysis method and improved Flanders interaction analysis method.Firstly,studying the relevant policies,literature and curriculum standards to determine the research background,significance,content and ideas.Secondly,the concept of BOPPPS model is defined,and the research status,related theories and research methods at home and abroad are clarified.The "Questionnaire on the Status Quo of High School Physics Classroom Teaching" was distributed to the first year students of the three types of schools,and the reliability and validity analysis was carried out after the questionnaire was distributed,and the results showed that the overall standardized reliability coefficient of the questionnaire was 0.868,which was good in reliability,and the KMO test coefficient was 0.885 and the validity was good.Then,an attribution analysis is conducted on the current situation of high school physics classroom teaching.Finally,combined with the BOPPPS teaching mode,the classroom implementation strategy is proposed,and the teaching design and practice are carried out for the rules,experiments and exercises.Before practice,the two teaching experimental classes were pre-tested,and the results of the monthly examination of the two classes were tested by an independent sample t-test to detect whether the two classes had significant differences,and the test result was 0.692,which was significantly greater than 0.05,that is,there was no significant difference between the two classes.The class 9,senior 1 was selected as the experimental class and the class 12 senior 1 was selected as the contrast class.The experimental class adopts the "BOPPPS teaching mode" for teaching practice,and the contras class adopts the "traditional teaching mode" for teaching practice,the practice time is 4 months,and after the practice,the final results of the two classes were tested with an independent sample t-test,and the difference significance test result was 0.025,which was significantly less than 0.05,which indicated that the experimental class and the contrast class showed differences in performance after teaching practice in different teaching modes.Thirdly,the improved Flanders interaction analysis system was used to quantitatively analyze the classroom interaction effect of the practice class and the contrast class,and it was found that the interactive effect of the experimental class was better than that of the contrast class under the same lesson type.Finally,the post-class test of the practice class was compared and analyzed,and it was found that the correct rate of the post-class test problems was generally higher than that of the contrast class.The main practical conclusions are:(1)High school physics teaching based on BOPPPS teaching mode is conducive to the improvement of students’ physics performance.(2)High school physics teaching based on BOPPPS teaching mode has better classroom interaction.(3)High school physics teaching based on BOPPPS teaching mode has better feedback results in class.The BOPPPS teaching mode is applied to the teaching of physics and mechanics in high school,and the teaching design and practice are carried out for three types of courses: rules,experiments and exercises,and practical cases are provided for those engaged in physics education.In the part of practical effect analysis,through the "Flender interaction analysis method",student achievements,the correct rate of post-class test problems,etc.,the "quantitative research" of high school physics teaching in BOPPPS teaching mode is carried out,which provides richer research data and research methods for the research related to BOPPPS teaching mode.