The Micro Experiment In Junior Middle School Physics Application Research

In recent years,the word prefix "micro" has been used in many occasions in our social life,thus transforming Web Log into micro-blog and texting short-messages into texting viaWe-Chat.It has been so widely applied that even "micro-lectures",as is called,emerges in a 45-minute class.Being an essential part of middle-school teaching practices,some of the physics experiments are broad and inclusive,while others small and fine.However,teachers in most cases do not have enough time and energy to conduct broad and inclusive experiments,which therefore gives rise to the emergence of micro-experiments in classroom teaching.Conducting micro-experiments are also in accordance with what is advocated in the New Curriculum Standard:teachers should satisfy students' psychological need to be a discoverer,researcher and explorer.Through investigating into the micro-experiments in class,the present study intends to analyze the designation,implementation and application of micro-experiments in middle-school physics teaching practices,on the basis of which several conclusions are drawn afterwards.This dissertation starts from clarifying the purpose,background and contents of the present research.In the chapters that follow,the author attempts to conceptualize micro-experiment by giving it a concrete definition and summarizes the basic methods,designation and principles of conducting micro-experiments by applying such theories as situated cognition theory,constructive psychology theory,multiple intelligence theory and researching into the developmental characteristics of middle school students.In order to ensure the reliability of the research,not only are such research methodologies as literature review,interviews and case studies employed,but also a one-year classroom teaching experimental program which aims at students' problem-solving ability is carried out at Wuhan Liangdaojie Middle(Triangle Road Branch).With multiple factor analysis of the examination performance and questionnaire data,the effects that micro-experiments have on classroom teaching are subsequently presented in the body of this dissertation.The research shows that micro-experiments have been playing a positive role in promoting students' academic performances and learning interest.This promotion and improvement can be apparently seen especially among poor performers.However,it also indicates that students' creative thinking ability does not improve much in the short run.Those discoveries prove that the theory put forward in the dissertation is effective,applicable and operable.In the meantime,several research orientations are brought up for further study in this area.