A Comparative Study Of Inquiry Learning In Physics Classroom Teaching In Junior Middle School Between China And Australia

The quality of classroom teaching has a great influence on students’comprehension of physical knowledge, scientific ideas and method of physics science. The researching learning in classroom teaching of physics becomes more and more imperative as it is directly relevant to the direction of basic physics education and whether the science education can meet the need of our social development. In order to advance the innovation of the classroom teaching of physics, since the1990s, many countries have been carrying out curriculum reform. The comparison of the inquiry teaching cases between two different counties shows not only the bright spots but also the weakness in classroom teaching. Meanwhile, it represents a useful effort for the inquiry teaching in China.In this research, I choose two videos of physics teaching in middle school from China and Australia which are similar in content. The thesis did contrast study, from the class time distribution, process of inquiry and the teacher’s feedback from students’responses. It was found that Australia class focused on the teacher’s and students’ discussion and experiments.They created the problem situation from their real life to get students to think and discussion. While chinese class had students’ experience every procedure of inquiry.It focused on students’ self presentation and feedback.Students had less time to do experiments.Based on analysis of the characteristics of inquiry teaching in junior middle school physics of the two countries, and puts forward some suggestions on the concrete implementation of the junior middle school physics teaching in China:1student-centered;2strengthen the classroom discussion between teachers and students as well as among students;3pay attention to the quality of the experiment process, increase the experiment time, rather than the acquisition of knowledge.