The Influence Of Dynamic Assessment On Students’ Physical Efficacy In College Physics Experiment Teaching

This paper introduces dynamic assessment into college physics experiment teaching to prove whether dynamic evaluation can be applied to college physics experiment and whether dynamic assessment can improve students’ physical efficacy by relying on college physics experiment.Firstly,this paper analyzed the feasibility of the research from the theoretical level.This paper analyzed the feasibility of dynamic assessment in promoting the improvement of learning efficacy first,then analyzed the feasibility of application of dynamic assessment in college physics experiment teaching,and analyzed the feasibility of cultivating students’ physical efficacy in college physics experiment finally.Based on feasibility analysis,this paper designed the flowchart of the general application of dynamic assessment in college physics experiment teaching and the flowchart of teaching embedded by dynamic assessment in specific experimental teaching projects.Secondly,teaching experiments were carried out to prove the conclusions from the theoretical level.First of all,scale I and scale II were designed in this paper.The original scale I was adapted and tested,and the discrimination,reliability and validity were analyzed based on the test results.Scale II was selected from PhysPort,and its preparation process,application method,reliability and validity were analyzed in detail in this paper.Secondly,the experimental group and the control group were set up.In this paper,scale I was used for the total pretest.According to the total pretest results,the experimental group and the control group were set on the basis of the original nature classes.There were 40 students in both the experimental group and the control group.They were in the same grade and majored in physics(normal).Spss22.0was used to conduct independent sample T test on the total pretest scores of the two groups,and the results showed that there was no significant difference between the two groups in the overall physical efficacy and the other 7 sub-dimensions.Thirdly,before the beginning of the teaching experiment,teachers and students were trained in such aspects as progressive hints,mutual evaluation,self-evaluation and answering questions.The teaching experiment lasted for 12 weeks and included 6 experimental subjects.In the process of experiment,except that the experimental group used the experimental teaching process embedded by dynamic assessment and the control group used the ordinary experimental teaching process,there was no difference in the influence of other education received by the two groups.Fourthly,this paper selected two classical subjects from six experimental subjects to introduce the application method of experimental teaching process embedded by dynamic assessment in detail.Finally,this paper analyzes the data collected in the teaching experiment.The results showed that: students in the experimental group achieved an overall insignificant increase in physical efficacy within two weeks of a single experimental project.There was no significant difference in the dimensions of method learning efficacy and practical application efficacy,but there was significant difference in the overall physical efficacy and the other five sub-dimensions between the experimental group and the control group.Students in the experimental group did not achieve significant improvement in the dimensions of method learning efficacy and practical application efficacy,but achieved significant improvement in the overall physical efficacy and other five sub-dimensions.Students in the control group achieved a significant increase in the dimension of method learning efficacy,and achieved an insignificant increase in the dimension of overall physical efficacy,practical application efficacy,scientific inquiry efficacy and general physical task efficacy.However,there was a decrease in the level of physical efficacy in the remaining three dimensions.According to the data analysis results,the research conclusions are as follows:1.College physics experiment teaching can be used as an application field of dynamic assessment.2.Dynamic evaluation can significantly improve the physical efficacy of physics normal university students(prospective teachers)by relying on university physics experiments.3.Dynamic assessment can be extended from case study to class teaching research.