The Application Of Project Learning In Junior Middle School Physics Teaching

The Project-Based Learning(PBL) is originated in the United States and a kind of inquiry learning mode which is currently widely used in teaching of the United States. It could train students’ critical thinking, cooperation ability which are necessary to adapt to society, and this type mode of learning has became one of the main approach to develop the quality education and personnel training in the21century. Although the project-based learning(pbl) start late now in our country, it has attracted much attention in educational circles for its advantages in developing the students’ pratical ability to solve problems and arouse creative spirit. The new curriculum reform in our country specially emphasis on "change the students’ passive way to study, advocate independence cooperation and explore ways of learning".which happen to coincide with the objective of program-based learning about developing autonomous learning ability and cooperation ability. Also, project-based learning (pbl)could help students to develop the positive psychological characteristics of having the courage to explore and query, cooperation and sharing which are the ability and character emphasized in the education reform nowadays. This paper tend to apply the project-based learning(pbl) as a effective inquiry teaching mode in the physics teaching in the compulsory education phase. Trying to explore three questions:Is it practicable to apply project-based learning(pbl) in physics teaching in the compulsory education phase? How dose project-based learning(pbl) work in physics teaching in the compulsory education phase? What could project-based learning(pbl) result in physics teaching in the compulsory education phase?In order to solve these questions, firstly, based on the new curriculum, the author demonstrate the necessity and feasibility of introducing the program-based learning to physics teaching in junior high school, according to the theoretical basis and the practice exploration achievements of project-based learning(pbl) at home and abroad. Secondly, from the three perspectives:the choice of project subjects, learning goals design, evaluation design, the author propose a planning on the application of project-based learning(pbl) in the physics teaching in junior high school. According to that a clear operation procedure is designed, indicating the duty of teacher and student in the process of project-based learning(pbl).Finally,by using the methods of the project-based learning,author organize the class learning and analyze the effect during the education internship process, which demonstrate the feasibility of using project-based learning(pbl) in physics teaching process of junior high school, and application effectiveness of using program-based learning as a specific inquiry mode in the physical teaching, the results point out the direction of the subsequent project of teaching practice and provide basis for further deepening the theory. Research were summarized and come to the following conclusions:1. The project-based learning(pbl) is a kind of inquiry learning mode whose feasibility and education effect are remarkable.2. It would be helpful to promote the effective integration of three-dimensional teaching target applying the project-based learning(pbl) in the the junior high school teaching.3. It would be helpful to promote the combination of the study of knowledge and the ability to solve problems applying the project-based learning (pbl)in the the junior high school teaching.4.The diversified angles of project-based learning (pbl)would change the single evaluation system of current physics teaching in junior high school.