| This thesis is against the background of development " The third industrial revolution" and " Informatization of Education". It starts with courses’goals of national compulsory education for physics, combined with the feature of physics experiment, focusing on the development of junior middle school physics experiment teaching in the new century. In this thesis, I Analysis the demands of the "standard of compulsory education of physics curriculum (experiment)" in which junior middle school physics experiment teaching is claimed, and the present situation of junior middle school physics experiment teaching. In the end, according to the characteristics of the flipping-class teaching, a research on the influence of the model of flipping-class of physical experiment for junior students thinking profundity is put forward.The thesis devides into six parts. In the first part, development of "the Third Industrial Revolution" and "Informatization of Education" is introduced. By indexing CNKI with the title "flip class", "flipping-class + model ", "reverse course", " reversed class + mode"for the key points, using statistical graphics and tables to illustrate the study and research results of flipping-class, and literature method to statistics physics experiment in middle school. In the second part, reverse-class teaching mode is introduced, and explained from three aspects of teaching mode, i.e. definition, characteristics and elements, analysising the theoretical basis, characteristics of flipping-class, and the comparison to traditional standardized class, this part studies the diversification of the way of teaching, the teachers, students, and also the class time. Thirdly, the application of flipping-class of physics experiment in junior school is summarized. Which contains the analysis of experimental curriculum goal, curriculum content of the compulsory education stage, and the present problems in physics experiment teaching. Aimed to solve the problem in junior middle school physics experiment teaching, the necessity and feasibility of flipping-class teaching mode are discussed In the fourth part, I conduct a teaching design and application of flipping-class based on the conclusion above and a teaching design model, in which I select two typical cases named "the second force balance" and " friction" for example. In the fifth one, a teaching implement for more than one term is carried out in experimental school which followed by a exam of thinking profundity using equivalent method to detection. The exam conducts in both experimental classes and comparative classes respectively dual coil test, and get a conclusion based on the test. And in the last part, a summary of the overall research and some influence factors may exist during the research process are described, reseach method for future is discussed, Sustainable and future research directions are put forward, And provide teachers choosing the reverse-class teaching mode some referential suggestions.In The whole research process, the literature measurement is adopted to analysis existing research results, explain flipping-class experimental teaching model, and illustrate the influence of flipping-class to the junior students thinking profundity, mainly. The reliability of reseach is comfirmed by combining test and analysis. The result shows no clear benefit in thinking profundity for the present junior students in physics experient is obversed in the flipping-class compared to the tradition one.Through my study in this paper, an overall realization of flipping-class teaching mode is raised. For teaching, the realities of students and class will always be the fundamental factors, the key point of physics experiment in junior school is to grasp the spirit of the new method of teaching like flipping-class. Instead of copy teaching method blindy, the correct way for courses is to find the essence of the new teaching method, and do anything based on student himself respectively. |
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