Task-driven Teaching Mode In High School Physics Experiment Teaching

Task-driving teaching mode is a new mode on the basis of constructivism. In this teaching mode, Tasks are used as carriers of new knowledge. The students construct the knowledge of their own accord and strengthen the abilities of exploring and solving problems in the process of completing the tasks. This mode fully reflects the subject position of students and guiding role of teachers.Physics experiment is not only an important part of physics teaching, but also a objective of high school physics teaching. Experiment teaching can help students acquire knowledge and skills, experience the inquiry process, enhance practical ability and cultivate scientific spirit.This thesis studies the application of task-driving teaching mode in high school physics experiment teaching. By literature studies, the thesis defines the relevant concepts, reviews the research status and theoretical basis of task-driving teaching mode, and then expounds the characters of task-driving teaching mode, proposes the principles of task design and the structure of task-driving teaching mode in high school physics experiment teaching and designs the process of teaching. To understand the effect of task-driving teaching, we carry out experimental study at Nanjing Jinling High School and Nanjing Dachang High School by means of observation, questionnaires, individual interviews and group post-test which achieves certain results.Experimental study results show that the experimental class which is adopting task-driving teaching mode has a active class atmosphere. The students speak and ask questions more frequently than the control class. The after-class test results analyzed by SPSS show that:there is no significant difference between the experimental class and the control class in terms of knowledge acquisition. The experimental class has a slightly higher score than the control class in terms of knowledge application.