Application Of Project-based Learning Oriented To Scientific Inquiry In High School Physics Teaching

Since the 21st century,with the development of science and technology and the popularization of quality education,the education goal of our country is also constantly optimizing,and the method,mode and strategy of education teaching are also constantly adjusting and improving.The Development of Core Literacy of Chinese Students(released in September 2016)puts forward the education and training objectives based on the development of core literacy of students.Accordingly,the new curriculum standards of high school physics clearly condense the core literacy of physics,which highlights the educational value of physics,among which scientific inquiry is an important dimension.Project-based learning,as a dynamic learning method,is an inquiry-based learning that revolves around real problems.Through project-based learning,students can take the initiative to explore problems in the physical world and meet challenges in the whole process of exploration,enhance the depth and capacity of scientific inquiry,thus obtaining more profound knowledge and skills.Based on literature research,case study and questionnaire survey,through project-based learning and practice,this paper demonstrates the timeliness of project-based learning in cultivating students’physical science inquiry ability.The research conducted a survey on the physical inquiry ability of the high school physics students in the Second Senior High School of Yixian County,Liaoning Province,and analyzed the survey results,indicating that when solving problems,the students lacked the process of scientific inquiry and could not skillfully apply the language of physics to describe,analyze and solve the problems.Specifically speaking,the first part of this study is to sort out a large number of references and carry out a theoretical analysis of the advantages and ways of implementing project-based teaching in high school physics teaching.Secondly,it is designed and implemented according to the curriculum standards of high school physics and the content of the two courses"Free Fall Motion"and"Experiment:Exploring the Characteristics of Flat Throw Motion".Finally,the following conclusions are drawn:1.Integrating project-based learning into high school physics teaching can significantly improve students’classroom participation,increase students’learning interest and activity,improve students’core quality of subject,facilitate the cultivation of students’independent learning,and facilitate the better connection between physics and real life;2.Teachers must play a guiding role in the implementation of the project,keep abreast of the students’trends,and give flexible guidance according to the project objectives.Open, comprehensive and operable content is more suitable for project-based learning;3.In the implementation stage,experimental class and control class were selected from parallel classes with similar comprehensive levels.After the completion of teaching activities,chapter tests were carried out on the experimental class and control class,and the results were compared and analyzed.It was found that the experimental class had higher scores than the control class,indicating that the teaching effect of project-based learning was better than that of traditional teaching.