Inquiry-based Teaching Instructional Design Of The Horizontal Projectile Motion

Modern classroom teaching has changed from the traditional teaching students to remember what, to think about what, to teach students how to learn and how to think, how to communicate, how to discovery. A new round of curriculum reform, our country vigorously promotes the development of inquiry teaching, most senior high school teachers have taken the initiative exploration and research of inquiry teaching, which promoted the formation of students’ awareness of exploration in a certain extent, improve the students’ interest in learning physics at the same time let the students master some basic methods of scientific research. However most senior high school physics inquiry teaching designs are special to come to a conclusion, or conduct a new inquiry curriculum of physics which doesn’t close to physics textbooks enough. There are not many cases which really use inquiry teaching to teach traditional contents. And the inquiry teaching designs of "Horizontal projectile motion" are based on the rules "define, theory, solution", the inquiry is carried out in the known physical concept, students can’t experience the process of scientific inquiry of scientists, it is difficult to understand the nature of scientific knowledge, hard to actively construct the scientific knowledge.The proper inquiry content can promote the development of inquiry teaching in senior high school. The choice of high school teaching content should be close to students’ life and can help students better understand the physics knowledge, promote the development of students’ thinking ability. According to the inquiry teaching theory that I have learned and my own teaching experience, I try my best to design the horizontal projectile motion into the inquiry teaching case. Hope for it can do some help to the researchers and high school teachers who are interested in inquiry teaching.In this paper, the design of the horizontal projectile motion of inquiry teaching case have three characteristics:(1) The situation is close to student life, and the physical concepts and rules that it response are higher than life. There are many similar games about "Archery", and used to be the activities students carry out after class. The activity has certain challenges, can arouse the interest of students. And students also have some experience.(2) The material is easy to get and the device is very simple. The device is derived from the life and can be used in the class. It support students to do some more inquiry activities. Let the students experience "From life to physics, from physics to society".(3) The inquiry process is paying more attention to the development of students’ thinking, provides a rich content for students which can be constructed. Let the students’ recognize gradually rise from perceptual to rational, from the abstract to the concrete and to the abstract.In this paper, the inquiry teaching case is mainly leading by students’ thinking, and supplemented by some experiments. From the "Archery activity" of life leads to practical problems, and then simplified a physical model, and students doing the thinking inquiry, at the appropriate time carry out some experiments. The two complement each other. Only thinking of students they will feel physics is not reliable, only do some experiments the students’ thinking can’t get better promotion.The thesis is divided into five chapters. The first chapter introduces the research background, explains why to select the horizontal projectile motion to design the inquiry teaching case. The second chapter describes the relevant analysis and research on the teaching design. The third chapter introduces the development and design process of inquiry tools. The forth chapter describes in detail the design of horizontal projectile motion inquiry teaching case. The fifth chapter is the summary and reflection on the case design and development process.