Research On Junior High School Physics Teaching Practice Based On Experiential Teaching

Physics Curriculum Standards for Compulsory Education(2022 edition)requires that physics curriculum should guide students to experience the process of scientific inquiry,learn scientific research methods,and develop the habit of scientific thinking.In the aspect of curriculum teaching,we should pay attention to scientific inquiry and advocate diversified teaching methods.It is necessary to form inquiry-based classroom guided by goal,question and innovation.At the same time,subject knowledge is required to come from practice and serve practice,that is,to complete "learning" through "doing" and practice "learning" into "doing".The current form of physics classroom emphasizes theoretical teaching and attaches importance to results.Most experimental teaching is operated in accordance with experimental regulations,which lacks students’ autonomy and innovation,and teachers also lack ideal course design ideas guidance.In view of this,this paper explores experiential teaching practice in a project-driven way,fully carries out student-centered physics classroom teaching,effectively gives play to students’ autonomy and innovation,improves students’ physics literacy,and provides reference ideas for teachers’ classroom practice.This paper summarizes the relevant research on experiential teaching and expounds the relevant theories of experiential teaching.Literature research,questionnaire survey,educational practice and teacher-student interview are used to investigate and study project-driven experiential teaching,teaching theory and classroom practice.Through the questionnaire survey,it is found that traditional teaching methods are not conducive to the improvement of students’ physical ability and physical interest.It can be seen from the interviews with teachers that they recognize experiential teaching,but the reason why they seldom carry out corresponding teaching is the lack of practical theory and case guidance.Project-driven experiential teaching,using coherent projects to avoid the traditional experiential teaching lack of knowledge continuity and step by step shortcomings.This study guides the development of experiential teaching in a projectdriven way.Based on the content of the textbook as a starting point,the design of practical projects derived from life.In the teaching practice,the teaching process is promoted in the project-driven way,and students can experience the teaching content in the process of completing the project.That is,the project context is used to introduce problems,and the interlocking problems are set based on the project context,and the serialized activities are used to promote the teaching step by step.For the implementation of teaching methods,it can be demonstration experiment,situation introduction,experimental inquiry,multimedia materials,etc.,or the mixed use of several strategies.At the same time,on the theoretical basis of modern constructivism theory,life education theory,embodied cognition theory and system theory,the data before and after curriculum teaching practice are compared and analyzed by classroom observation method and comparative analysis method.As the electrical unit has many experiments and rich knowledge content,which is conducive to the development of this research subject,this paper takes the first class of Charge and Current and the two classes of Rheostat as examples to carry out the research in the experimental class.The experimental class was compared with the control class,and the students in the experimental class had improved their emotional state,class participation and thinking in physics.The comparison of homework scores before and after measurement was improved,and the change value of average score in the test was 2.68 points higher than that in the control class.The results show that: 1.Project-driven experiential teaching can improve students’ physics scores;2.Project-driven experiential teaching promotes the improvement of students’ knowledge understanding and application ability,as well as the development of their design and innovation ability;3.Project-driven experiential teaching enhances students’ interest in physics and promotes their scientific thinking.