Physical Science Activities And A Combination Of Classroom Teaching

The goals of education have always been focused on cultivating learning interests of students, fostering their practical abilities, and helping students to develop capacities for independent innovation in order to adapt the dramatic development and requirement. As regard to teaching Physics, being a most basic science subject, should not only impart theory knowledge, but also provide a combination of theory and practice as the practice of Physics is also an important part of physics teaching. It is a prime time for teaching Physics when students emerge abilities of formal operation or entry into the stage of concrete operation. However, there is a lack of possibility of breakthrough in practical physics as the restricted and insufficient teaching method in reality. Therefore, such disadvantage in Physics classroom should be supplemented by other teaching approaches.This dissertation bases on the theories of education, psychology, and educational psychology. The purposes of this research is cultivating students’ learning interests, practical abilities, and innovation abilities which act in accordance with the psychological characteristics of students in junior high schools. The dissertation contains the development of physical science activities, the theoretical fundamental, activity programs, and the implementation and feedback. Through the array of research, students are allowed to participate in physical science activities and to aware that they could discover the rules of Physics as if they themselves are scientists. The aims are cultivating students’learning interests, practical abilities, innovation abilities, and making them as fully developed individuals. Initially, physical science activities should select interesting exercises or experiments that close to life and reality as well as including physics knowledge. Students could learn the facts of physics through engaging with hands-on activities and grasp a certain degree of experimental capabilities. Secondly, a variety of evaluation method should be implemented in physical science activities in order to foster the personality and non-intellectual factors of students. Moreover, a number of programs are conducted to reveal the main operator of physical science activities. The discussion of the differences and similarities of Normal University graduates and in-service teachers is provided to prove their suitability of undertaking science activities. Last but not the least, three designed physical science activities are employed to demonstrate their feasibility. Feedbacks are also collected for further study and improvement.