High School Physics Experiment Teaching Cooperation Inquiry Learning, Practice And Research

Physics experiments are favorable for cultivating students' autonomous study and innovative abilities in Middle school. Since High school Physics curriculum reforms were initiated, we had investigated the condition of Physics experiments teaching in a Middle school of Zhejiang Province. Then we analyzed the results in the level of students and teachers. We found: in order to display the education function of experiments, we should think about what is the relationship between ways of teaching and learning in physics experiments classes; how to produce an inquiring experiments atmosphere to make students learn happier in class by innovating the methods of experiments teaching and implementation procedure of experiments; how to take full advantage of physics experiments teaching to cultivate co-operation consciousness and communicative competence of students.In order to cultivate cooperative and inquiry abilities of students and make up the deficiency in senior high school physics experiments teaching, we changed teaching method to improve learning methods of students, and raised a theory of cooperative and inquiry learning. It could combine the strengths of cooperative and inquiry learning and make the teaching effect optimization.Through questionnaire survey and statistical analysis, we raised implementation strategies of cooperative and inquiry learning based on a literature review. We also raised a cooperative and inquiry learning style in Physics experiments class, such as the resource sharing cooperative and inquiry learning mode, the self-construction cooperative and inquiry learning mode, the task decomposition cooperative and inquiry learning mode and so on. Furthermore, we raised a cooperative and inquiry learning style based on demonstrating experiment for the students in class, and we make practical use of it in class by case studying. We explored further and completed the evaluation methodology of cooperative and inquiry learning through practice. In addition, we had made a table of the grade estimation of students experiment operation, a table of the performance assessment of students experiment operation, a table of the performance assessment of cooperative and inquiry learning activities for individual and groups and teachers. So teachers could evaluate the cooperative and inquiry learning ability of every student in all directions. It was an effective way to know the level of the students' abilities in the aspect in a class for teachers. At last, according to the analysis results and evidences, we found the method of cooperative and inquiry learning favorable for improving student performance.