Research On The Application Of Group Cooperative Learning In Junior High School Physics And Electricity Experiment

In 2022,the Ministry of Education issued a new version of the Physics Curriculum Standards for Compulsory Education,proposing to cultivate the core physics literacy of junior high school students,and in the face of new requirements,teaching should pay attention to exploring the educational value of physics experimental courses and establishing student-centered physics classrooms.Group cooperative learning in the experimental classroom can reflect the main position of students,and students can experience the process of experiment first-hand and improve their comprehensive ability in communication and cooperation.Therefore,it is of great significance to carry out group experimental teaching to cultivate students’ core physical literacy,especially in cultivating students’ scientific inquiry ability.Through reading the literature,it is found that after the introduction of group cooperative learning into China in the 1990 s,educational researchers have systematically explored it,deriving a variety of models in various disciplines and conducting extensive applications.However,the traditional junior high school physics grouping experiment teaching effect is not ideal.Teachers are still the absolute controllers of the classroom,and students only complete the experiment according to the teacher’s requirements and fixed patterns,lacking the link of self thinking and real communication and cooperation.Through conducting student questionnaires and teacher interviews,it was further discovered that traditional group experiment teaching was a mere formality.Although teachers strongly recognized the important value of group experiments,they did not conduct scientific and effective group experiments for various reasons.The classroom atmosphere is dull,students lack interest in learning,and their ability to explore science needs to be improved.In response to the problems and inspiration found in literature reading and survey interviews,this article has optimized the construction of groups and the implementation process of teaching,improved the teaching evaluation system,and conducted teaching design with core literacy as the goal orientation.With the main purpose of stimulating students’ interest in physics learning and improving their scientific inquiry ability,two classes with relatively balanced academic level and basic literacy were selected for a comparative study.The experimental class used the optimized model for teaching,while the control class used the traditional teaching model,and summarized and reflected based on the practical process and results.Based on the analysis of practical data,the following conclusions are drawn:(1)The optimized grouping experimental teaching has a certain effect on improving students’ performance.The change in the P-value of the T-test shows that there is a relatively significant difference in the performance of the two classes,with Cohen’s d value gradually rising to 0.654,and the degree of difference gradually increasing;(2)The optimized teaching can greatly stimulate students’ interest in learning.The pre-test interest scores of the two classes’ interest questionnaires are basically the same,while the number of high scores in the experimental class increases significantly during the post-test,with Cohen’s d value of 1.146,indicating a significant difference between the two classes;(3)The optimized teaching promotes the formation of students’ core literacy.The scores of the core literacy questionnaire in the experimental class are higher than those in the control class,especially the gap in scientific inquiry scores is more significant;(4)The optimized teaching can cultivate students’ experimental operation skills,extract students for testing,and the experimental class students are more familiar with the equipment and experimental steps,with a higher completion rate than the control class.Practice has proven that group cooperative learning is effective in the teaching of physical experiments,creating a good classroom atmosphere,and improving students’ ability to comprehensively utilize multiple resources and scientific inquiry.