Investigation On Classroom Environment And Student Participation In Physics Experiment Teaching In Middle School

Physical experiment teaching is given much more attention by every secondary school gradually with a higher standard set for it by new curriculum reform. Based on the research on classroom environment at home and abroad, this article is about physics experiment teaching classroom environment and students’participation, combined with features of physics experiment teaching and practical problems in the teaching of physical experiment in middle school. We construct structural elements of physics experiment teaching in middle school classroom environment and measuring dimensions. At the same time, we construct the measuring dimensions of student participation in the corresponding classroom environment. According to the measurement dimensions of classroom environment and students’ participation, we create measurement tools and use that to implement practical investigations in six middle schools in Guanzhong region of Shaanxi Province. Through quantitative analysis of the survey results, we understood the situation of physics experiment classroom environment and the present situation of students’ participation in that area, and analyzed the correlation between classroom environment and students’ participation.The research provides the data basis and improvement for the construction of physics experiment classroom environment in middle school and students’ participation status. At the same time study shows that the physical experiment teaching in middle school can improve student participation from the environmental angle to enable students to participate step by step.This research is divided into seven parts, each part follows:1. The first chapter is the introduction, which introduces the research background, research question, research purpose and meaning as well as research methods.2. The second chapter is theoretical research foundation, we comb concepts of the classroom environment, summarize the theoretical research on classroom environment at home and abroad, and analyze the existing measurement tools of classroom environment comparatively through the literature analysis,3. The third chapter is physics experiment classroom environment teaching in middle school and students’participation. Through the literature research method and theoretical analysis method, we establish the structural elements and measurement dimension of physical experiment classroom environment in middle school, and analyze the present situation of students’participation in physical experiment teaching in middle school4. The fourth chapter is the survey of physical experiment classroom environment in middle school. According to the structural elements of physics experiment teaching in middle school and measuring dimensions, we create "scales of physics experiment classroom environment in middle school", and test the reliability and validity of scales.5. The fifth chapter is the surveys of students’participation in physics experiment teaching in middle school. According to the existing research findings of students’ participation, we do the measurement’ dimension division of physics experiment teaching and students’participation in middle school. According to the division results, we create the "scale of physics experiment teaching and students’ participate in middle school". Then we test the scale’reliability and validity.6. The sixth chapter analyses the survey of classroom environment and students’ participation in the physical experiment teaching in middle school. We use "classroom environment scale" and "scale for students to participate" to conduct some questionnaire surveys. And then analyze the outcome to summarize the status of physics experiment classroom environment and students’ participation and existing problems.The survey results show that students’ satisfaction on "physical environment" is not high, especially for experimental apparatus; Most students says that the "experiment" is difficult while the "evaluation form" is single and teachers do not attach importance to experiment, the score of the relationship between teachers and students is not very high. And students’ participation focuses mainly on behavior of shallow-level participation, but lack of emotional involvement and awareness of deep-level participation. Students’ participation is influenced by classroom environments. The three most obvious classroom environmental factors which influence students’ participation are:experiment content, students’cooperation and physical environment.7. The seventh chapter is summary and expectation. From both theoretical and practical parts, we summarize the conclusions of this study, give some recommendations for the physical experiment teaching in middle school, and point out shortcomings in the research, and further questions which future research needs to resolve.