The Practical Research On Using The "Unconventional" Physics Experiment Homework To Promote Effective Learning Of Junior High School Students

At present,the physics homework used in the school is generally written work,which is not closely related to the actual life,and the students have low learning efficiency and are tired of physics.In order to improve the student’s study way,enrich the content and forms of physics homework,this research on situational learning theory and learning theory based on the brain as a guide,according to the characteristics of junior high school students psychological characteristics,interests,"unconventional" physics experiment homework was applied to junior high school homework,further excavate the physics homework resources,explore this kind of homework that can satisfy students’ psychological needs,aims to realize the expansion and extension of physics classroom learning,to promote students’ effective learning.In this study,the concept of "unconventional" physics experiment homework is defined and its characteristics and practical value are briefly described.On the basis of existing research,the meaning of effective learning is expatiated.According to the teaching content,students’ learning characteristics and requirements,the "unconventional" physics experiment cases in eighth grade of junior middle school were designed,and some of them were put into practice.The author adopts the education experimental method of "unconventional" physics experiment operation is applied in junior middle school students homework conducted one-year practice research,selected the Hohhot 17 middle school eighth grade two parallel class as the experimental class and control class,conducted a pretest and two after the test,and the experimental results were analyzed.In addition,the students’ interest in learning was investigated and the results were compared.From the analysis of experimental results,the conclusion is: the "unconventional" physics experiment homework was applied to junior high school is feasible,and students have a deeper understanding of knowledge and longer memory and obviously improve the interest in learning physics,and improved the effectiveness of learning,which confirmed the theoretical hypothesis proposed in this paper.There are still some deficiencies in this study.Due to the limitation of research time,this study only selected the contents of the eighth grade of the physical education and the number of research objects is limited,the research conclusion evidence is insufficient,which can influence the generalization of the conclusion of practical research.Therefore,further research and improvement is needed.