A Case Study On Senior High School Students' Solving Design-oriented Experiment Problems

With the reform of NMET, the physical examination is quite different in the aspects of physical situation, way of rising question. And the experiment design and the ability of practical lab-work are stressed. Although the experimental teaching is reinforced, the score of this part is low, especially the design-oriented experiment becomes the much "terrible". So I want to do a research on the learning of physical design-oriented experiment based on the predecessors' research and my teaching experience. Guided by the theory of construction, the research focuses on the difficulties which the students face, the cause of difficulties and the students' ability of solving the problem about design-oriented experiments. I am sure it is good to improve my physics teaching. An investigation was carried out in a model senior high school among some students of grade 3 whose subject is science.The evaluation of test paper focuses on the analysis of students responds, item analysis and calculating all kinds of errors and its characteristics. We find out:Students are poor at making graph according to the data collected and describing or explaining the results of experiments according to the data collected. Also, there is no difference between good learners and middling learners. Students have difficulties in changing the data into graph, then infer the name of a certain physics.Facing the new situation supplied by design-oriented experiment, students can't recognize the meaningful information.The degree of understanding of physics concept or physics regularity, especially the theory, idea and method of experiment, the operation of equipments influence the effort of dealing with the design-oriented experimentIt is a hard work for students to design their own experiment steps and methods only being supplied with some experiment equipments. And it is even more difficult for them to choose the equipments, methods of the experiment to design their own experiment after being given the aims and requirements.It is serious that the knowledge of experiment and the theory can't keep the same pace when students need them to deal with the problem about design- oriented experiment. It is unexpected that students even can't use the experiment device .Though the study on learning of physical designed experiment is not enough, we can determine that if this condition goes on, the experimental teaching will not help to enforce the effort of students' physical study. And it will not come true to improve the ability of doing design-oriented experiment.?? Our view is that reform of experimental teaching, taking advantage of thinking training in the experiment can make students' intelligence structure reasonable. There are many thinking methods in physical experiment. Comparing with doing experiment well, the former is more important. So this should be one part of experimental teaching to encourage students to master the thinking methods. In physical teaching, the profit of physical teaching is that create the circumstance which is helpful for students' research. During the research, they gain the knowledge, improve their experiment skill, use the scientific methods, develop their value of science. Just because such special function, the experiment should be shifted from the compensational skill to the main skill which goes through the whole teaching procedure, creating physical circumstance of the experiment will be built in the textbook, together with the physical knowledge. Thus, the experiment process becomes the learning process.