Effective Teaching Of Meaningful Inquiry In Middle School Physics Practical Research Carried Out

Since the 1970 s,"inquiry teaching" has quickly become a hot topic of teachers' teaching methods.The 2011 edition of the "Curriculum Standard for Compulsory Education" emphasizes the importance of cultivating students' inquiry ability.Inquiry teaching is an important part of teachers' teaching methods.It directly affects the teacher's ability to control the classroom and also has a certain influence on the teaching efficiency of the classroom.Meaningful inquiry teaching as an effective teaching method can not only regulate teachers' teaching behavior well,but also excite students' interest in physics learning to the greatest extent.The research results have important theoretical and practical values for teacher professional development and basic education curriculum reform.The paper consists of seven chapters and covers the following four studies:The first is the definition of core concepts and the construction of theoretical foundations;Through studying Ausubel's meaningful learning theory,theory of construactive,and Vygotsky's “Zone of Proximal Development” theory,and combining the basic concepts of inquiry and inquiry teaching,the concept of meaningful inquiry teaching is explored.Effective.The definition of implementation has completed the theoretical construction of the effective exploration of physics meaningful inquiry teaching in middle schools.The second is the status qua survey and the cause analysis;Through the "triangulation" method,students are asked to conduct a questionnaire survey.The first-line teachers conduct relevant interviews,and naturally observe the importance of middle school physics exploration of the classroom to investigate the status qua.Through the analysis of the data and the corresponding textual data,the factors affecting the effective implementation of physics meaningful inquiry teaching in middle schools are summarized,and they are developed from the macro,meson and micro perspectives.The third is to establish a solution to the cause analysis;According to the status qua investigation and the cause analysis,from the perspective of the country,the school and the teacher themselves,a practical and feasible solution strategy is proposed to improve the efficiency of physics classroom teaching.Fourth,case studies and strategic optimization;Taking Yining City as an example,a middle school with two classes at the same level was selected as the experimental class and control class,and the constructed strategies were applied to physics teaching for two rounds of practical research.Based on the first round of practical research,the existing problems are optimized and a second round of practical research is conducted.The provability and feasibility of the construction strategy were determined by comparing the students' pretest scores and post test scores as well as the students' exploration ability and exploration consciousness.