The Preliminary Research On The Application Of Peer Instruction In The Curriculum Of College Physics

Traditional physical education is in a teacher-centered model, which values teaching over learning and leads the students to be lack of initiative and innovation. However, as time changing, especially in the demand of increasing capacity among the science and engineering students, single, old-fashioned traditional teaching model has been unable to fully comply with and satisfy the requirements of talent development. A lot of literature have pointed out that the Peer Instruction is a simple and effective way of teaching science courses, it can effectively optimize the universities physical teaching and promote students’understanding of physics concepts and improve academic achievement. Therefore, researching the Peer Instruction mode and the application on college physics have both theoretical and reality meaning.On the Base of understanding the distinct concept and through combination the current researches of peer instruction, we have elaborated the practical results of some college physics classes in our university and discussed the strategies in the use of peer instruction about the effectiveness, theory development and practical applications of peer instruction.In our work, it is found that Peer Instruction is universally supported, which effectively improve the learning motivation and class participation of students. After applying the peer instruction, the accuracy of most test questions has improved significantly, particularly wrong topic. Unlike the huge difference between different genders in peer instruction as illustrated in some literature, we find that the difference is small apart from the problems during the clicker. Meanwhile, peer instruction also meets problems in these aspects of expansion in ideas and theories, rational planning of curriculum and lessons, establishment and improvement of facilities and question bank, diversification in the evaluation. In order to make the peer instruction more adaptable to Chinese college physics course teaching, establish effective classroom and enhance students’ learning ability and scientific literacy, we study and propose some effective solutions, such as updating teaching philosophy of traditional higher education, combining diverse teaching theories and models, designing teaching schedules in all aspects of curriculum, setting up a variety of ways to complete the prep, implementation and solving problems in peer instruction. Moreover, we establish thorough question bank of clicker and effectively use it to develop other effective classroom interaction, collect effective classroom feedback results and establish characteristic teaching evaluation system.