Research On The Application Of BOPPPS Mode In The Teaching Of Physical Laws

In the Fifth session of the National People’s Congress and the Fifth Session of the 13 th National Committee of the Chinese People’s Political Consultative Conference,it was proposed to carry out "eliminating utilitarianism and short-sighted education behavior and comprehensively restoring the education ecology".In order to achieve high-quality and balanced development of education,it is necessary to constantly reform and improve the teaching mode to fill its singularity and make up for its deficiencies.High school physics law teaching is the central task of high school physics teaching,but in the process of teaching,teachers-students and classroom environment interaction is not good,students do not have a reasonable environment to explore the laws of physics,mechanical memory of the laws of physics,resulting in students’ knowledge transfer ability,practice and innovation ability.BOPPPS mode is divided into six links: Bridge-in,Objective,Pre-assessment,Participatory-learning,Post-assessment and Summary.The teaching concept and mode structure of this mode,which is oriented by teaching goals and centered on students,can effectively enhance the feedback and adjustment ability among teachers,students and classroom environment,and is conducive to the cultivation of students’ ability to analyze and solve problems.This paper studies the application of BOPPPS mode in high school physics law teaching class.By means of literature analysis,questionnaire survey and interview,the present situation of physics law teaching in senior high school is investigated and analyzed.Teaching design and practice are carried out in combination with six links of BOPPPS mode and general steps of physical law teaching.Set experimental classes and control classes,investigate and analyze students’ accuracy in Participatory-learning and satisfaction of BOPPPS mode.The accuracy of the two groups of students in Post-assessment was compared and analyzed,and the improved Flanders Interactive Analysis System(i FIAS)was used to encode the language of teacher-student interaction.At the same time,the effectiveness of the teaching mode was proved by comparing the results of the experimental class and the control class.The results show that the students in the experimental class have higher accuracy and better scores after class.The students in the experimental class have higher participation,use frequency of operation technology,and better interaction between teachers and students;By comparing the satisfaction questionnaire of students in the experimental class with the questionnaire on the status quo of physics law teaching in high school,it can be seen that under the influence of this mode,students have significantly improved in the level of response,behavior,knowledge and result,which reflects the good feedback adjustment effect of this mode.In conclusion,the application of BOPPPS model in high school physics law teaching has good effects,which can effectively improve the existing problems in high school physics law teaching,enhance teacher-student interaction,improve student participation,classroom efficiency and quality.