Practical Research In Guiding Secondary School Students In Physical Extracurricular Activities

According to the Physics Curriculum in secondary education, the physics course should be close to the student life, inspiring and keeping the learning interest of the students. Through exploring physical phenomenon, the physical course should teach the students to apply the hidden physical laws revealed in the phenomenon to practical production and everyday life. The physics course should also offer students access to scientific research by teaching relevant research methods, acquiring lifelong interest of exploration, good habits of thinking, preliminary abilities of scientific practice and notions of innovation. While both in and outside the classroom, the author observed that, after finishing the physics course, many students still cannot combine well the physical knowledge acquired in the classroom with the physical phenomena and entity in real life, let alone apply it to the innovative practice of production and everyday life. Therefore, in this paper, the author holds it necessary to cultivate students'scientific practice ability in the practice to guiding students in extracurricular activities.Compared with the points of concerns in the past and the existing research results, this paper points out that, in order to cultivate students scientific practice ability, we need to pay close attention to the following three issues:1. How to enhance students'emotion of physical phenomenon;2. How to establish students'perception of the relationship between the magnitude of quantities and actual physical phenomenon and entity;3. How to guide the students to associate the knowledge with actual life, applying physical methods to solve problem in their life.To solve the above three problems, the authors make the following practice:1. Guiding students to understand and grasp the magnitude of common physical quantities through physical practice,2. Guiding students to develop simple direct measurement, experience activities to improve the emotion and accumulate perceptual knowledge;3. Guiding students to engage in scientific practice with the aid of mathematical calculation, establishing perception of association of theoretical numerical with practical phenomenon and entity, forming rational understanding, cultivating ability in preliminary scientific reasoning; 4. Guiding students to engage in arguing for application design and designing practical activities to cultivate students'innovative spirit;5. Guiding students to engage in scientific practice with the aid of physical education robot.On this basis the above practice, the author provides the reference of Production Research in the Multi-functional Environmental Energy Smart House System as a study case, hoping to be of some help in guiding such physical extracurricular activities.Finally, this study evaluates the research result by a questionnaire and individual interview. The findings of the questionnaire and interview show that, in guiding students in physical extracurricular activities, if we can apply the correct methods in guiding and training the students, namely, focusing our attention on the three issues discussed in this paper, the students can cultivate good habits of thinking and ability in scientific practice.