Research On The Application Of Large Scientific Equipment In Interdisciplinary Practice In Junior High School Physics

The interdisciplinary practice of physics focuses on the connection between physics and daily life,engineering practice,and social development,aiming to cultivate students’ ability to apply knowledge,analyze and solve problems across disciplines,and practice.This is an important way to cultivate students’ core literacy in physics.Conducting interdisciplinary practice needs the right materials and resources.Interdisciplinary practice of physics based on large scientific equipment can not only organically integrate the knowledge of different disciplines and avoid the problem of "fruit platter",but also guide students to pay attention to the frontier of physics and the development of science and technology,enhance the sense of responsibility and mission to make our country stronger,and fully realize the educational value of physics courses.Firstly,the research status quo of interdisciplinary practice,large scientific equipment and interdisciplinary practice based on large scientific equipment at home and abroad is summarized.It was found that no scholar has applied large scientific equipment to the interdisciplinary practice of physics in junior high school.After that,the feasibility of application of large scientific equipment in the interdisciplinary practice of physics is analyzed.It was found that the working theory and basic structure of large scientific equipment are closely related to the content of junior high school physics courses.This reflects the connection between physics and engineering,as well as between physics and social development.Therefore,it is feasible to apply large scientific equipment in interdisciplinary practice of physics.Then,the resources of large science equipment that can be used for interdisciplinary practice of physics in junior high schools at home and abroad were sorted out.Design principles for interdisciplinary practices based on large scientific equipment were discussed,including grounding in the subject matter,activitybased learning,problem-based learning,and reducing burden while increasing efficiency.On this basis,six teaching cases were designed for three types of practical activities: design,production,and investigation.These cases include:(1)the design cases "Design of the Three Gorges Water Conservancy Project" and "Design of the ’Striver’ Deep Submersible";(2)the production cases "Production of Yekaterinburg Telescope Model" and "Production of Changzheng-1 Nuclear Submarine Model ";(3)the investigation cases "Investigation of Nuclear Energy Utilization Issues at Daya Bay Nuclear Power Plant" and "Web Quest Activity Plan for the Development of Large Scientific Equipment in China".These cases reflect the characteristics of being based on the physics subject,focusing on creating real problem circumstance,being problem-oriented,using large scientific equipment as a clue,using activities as a form,aiming to improve real problem-solving abilities,and paying attention to physics and engineering practice and social development.They are comprehensive,practical,and open-ended,effectively cultivating students’ core physics literacy.After that,taking the "Design of the Three Gorges Water Conservancy Project " as an example,a teaching practice was carried out in an ordinary middle school in Wuhan.The effect of practice showed that:(1)Interdisciplinary practice based on large scientific equipment was welcomed and recognized by students.(2)Students were interested in the uses,achievements,and basic structures of large scientific equipment.They hoped that it could be integrated into interdisciplinary practice through model making and experimental exploration,and they also hoped that more videos could be provided to help them understand.(3)Students’ understanding of large scientific equipment and their perception of the difficulty of interdisciplinary practice based on large scientific equipment would affect their gains in the activity as well as their willingness to learn about other large scientific equipment in the future.Finally,the following suggestions were proposed:(1)Educational authorities should establish a special fund to provide financial support for educational activities based on large scientific equipment;(2)Large scientific equipment research institutions should make greater efforts to publicize and cooperate with educational experts to develop educational resources related to large scientific equipment,in order to solve the problem of resource scarcity faced by teachers when using large scientific equipment to conduct interdisciplinary practice.(3)Education workers should actively learn about and pay attention to relevant information about large scientific equipment,and consciously apply it to physics interdisciplinary practice teaching.