The Practice Research Of Scientific Inquiry In High School Physics Teaching

With the eighth reform of basic education in China since 2001,the theory of scientific inquiry,such as scientific inquiry teaching and scientific inquiry learning,which has been a hot topic.After the scientific inquiry teaching was first proposed in the curriculum standards of ordinary high school physics in 2003,the scientific inquiry teaching gradually entered the initial exploration stage and gradually formed a scale,which showed new characteristics with the development of The Times.In the new high school physics curriculum standards issued by the ministry of education in 2017,scientific inquiry has once again been placed in an important position.More than ten years,scientific inquiry teaching in high school physics teaching practice gradually developed,and the students for scientific inquiry learning from the first attempt to gradually accepted,it has made great achievements,but there are still some problems,affecting the teachers of science inquiry teaching effect,improve the student's ability of scientific inquiry.Therefore,in order to find these problems,it has become a worthy research topic to optimize teachers' scientific inquiry teaching in high school physics teaching and improve students' scientific inquiry ability.This study,therefore,on the basis of summarizing a large number of domestic and foreign research,in-depth to high school physics teaching practice,from the aspects of teachers,classroom,students three comprehensive research,analysis summed up the implementation of scientific inquiry in physics teaching in high school and think about the reasons of problems,in view of the problems put forward strategies,and applied to teaching practice and verified after a semester of teaching effect,demonstrate the effectiveness of the strategy.1.The main content of this study(1)Through the analysis of relevant scientific inquiry research at home and abroad,the research progress and deficiencies are summarized,and the research thinking of this study is established in combination with the 2017 physics curriculum standard for general high school.(2)Through the paper questionnaire survey of 31 physics teachers in two high schools in jinan,this paper analyzes the teachers' understanding and views on scientific inquiry and the existing problems in the teaching of scientific inquiry.(3)The effectiveness analysis and evaluation framework of scientific inquiry teaching for the evaluation of scientific inquiry classroom was adopted to make a scientific quantitative score for a physics class in the first grade of senior high school,and the problems were found out.(4)Using the special scale for the scientific inquiry ability,the students in the first two classes of grade one are pretested,and the students' existing scientific inquiry ability is scientifically quantified and evaluated.(5)Through the above the teacher,the classroom,the student to carry on the comprehensive survey,summarizes the cause of the problems,and put forward specific corresponding measures,and is applied to measure the physical teaching,and finally to test after the students' ability of scientific inquiry,demonstrates the implementation of scientific inquiry teaching can improve students' ability of scientific inquiry,also show the effectiveness of their strategy.2.Through the above studies,the following conclusions are mainly drawn in this study(1)It is necessary and feasible to conduct scientific inquiry teaching in high school physics teaching.Teachers conduct scientific inquiry teaching,students conduct scientific inquiry learning,and teachers and students jointly create a scientific inquiry classroom is very important for improving students' scientific inquiry ability.(2)Teachers' understanding of scientific inquiry teaching is not sufficient,the application of scientific inquiry in practical teaching is formalized,and the inquiry is incomplete.(3)In the high school physics classroom practice,the teacher's dominant position is too strong,the student lacks the independent inquiry opportunity.(4)Students' scientific inquiry ability is weak,especially in designing experiments and interpreting results.(5)Implementing scientific inquiry teaching in high school physics teaching can effectively improve students' scientific inquiry ability.