Research On The Teaching Practice And Effect Of Senior's Physical Smart Class

Big data,cloud computing,artificial intelligence and other new information technologies have promoted the transformation and development of traditional classroom teaching.New teaching forms such as MOOC,e-schoolbag,and rain classroom have come one after another.When the traditional classroom and these modern technologies after fusion depth,entered the new stage of information-based classroom development,smart class.Smart class is a new type of teaching based on dynamic learning data analysis and“cloud,network,and terminal”applications,It relies on information platforms and mobile terminals,profoundly transforms traditional classrooms through high-tech means,and solves many long-standing problems in traditional classrooms.With the strong support of national policies and related departments,in recent years,smart class have been applied and promoted to a certain extent and depth in primary and secondary schools in cities such as Nanjing and Hefei,and a nationwide seminar on smart classes has been held regularly to exchange the experience and lessons of each school in building an informatized classroom.During the postgraduate education internship,the author's internship school also became a model school for smart classroom application.The smart class is one of the research hotspots in the field of domestic education technology in recent years.However,from the results of literature review,the relevant research focuses on theoretical research,and there is little empirical research on the integration of smart classroom and subject teaching so that they lack guidance.High-level research results of practical smart classroom teaching.Therefore,this study attempts to base on real high school physical smart classroom teaching,based on long-term classroom observation and teaching practice,through questionnaires,interviews and educational experiments and other research methods to explore the physics learning experience and the actual teaching effect of high school students in a smart classroom environment.To provide reference and suggestions for improving theteaching application of the smart class in the physical normal class.The core part of this study is mainly divided into three aspects.The specific research content and conclusions are as follows:Firstly,on the basis of literature review,based on the analysis of the“General High School Physics Curriculum Standards”and the physics textbooks used by the author's practice school and the students 'physical conditions,the high school physics smart class is based on the general flow of physical smart classroom teaching in practice schools.Normal teaching design and practice,focusing on teaching cases and implementation of the smart class in the high physical law class and exercises.Through practical experience,the smart classroom system developed by HKUST's Information Technology Co.,Ltd.has superior ease of use and usefulness.Young and middle-aged teachers can quickly adapt to this new teaching method and apply it smoothly to organize classroom teaching activities.Secondly,on the basis of consulting relevant literature,through the expert consultation,we initially established a student satisfaction questionnaire for the high-level physics smart class.The questionnaire used the situation of student tablet computers,students' attitudes and reasons for smart classrooms.The five dimensions of traditional classroom comparisons,the implementation of smart classrooms,and the students ' smart classroom recommendations were investigated.In addition,through interviews with physics teachers and several students of pilot classes in smart classrooms to understand teachers ' experience about teaching physics in smart classrooms and students ' suggestions for physical smart classroom teaching,the effectiveness of physics teaching in smart classrooms is further analyzed.Questions and directions for improvement are supplemented by student questionnaires.The survey results show that the pilot class teachers and students have a better overall experience in the use of smart classrooms in the teaching of physical normals.Students generally hold active recognition of the use of smart classrooms in physics teaching,fully affirming the technical advantages and active role of smart classrooms.We believe that the Smart Classroom can improve their physical classroom participation,enhance teacher-student interaction,and improve the efficiency of physics teaching.Students evaluate the function of "wrong subject" and other functions of the Smart Classroom better,but they generally reflect the student's tablet whiteboard.Problems such as imperfect functions have caused inconvenience to their learning;pilot class teachers highly appreciate the high efficiency of the wisdom class,and believe that the smart class has played apositive role in the physics learning of the pilot class students,and proposed the realization of non-selection for the future development of the wisdom class.The title of intelligent correction and to meet the students personalized learning needs and expectations.Thirdly,choose a class with the smallest difference in the average physical grades between the first grade and the smart classroom class as the control group class for the smart classroom teaching experiment.The experimental group uses the smart classroom for teaching,and the control group uses traditional multimedia means for teaching.In addition to the teaching methods,the remaining factors were kept as much as possible.Through quasi-experimental research,the students' learning effectiveness in the use of smart classrooms in physics classroom teaching was explored.To this end,the results of the two grades of the three-year unified examinations of the middle school entrance exams,final exams and school entrance exams were collected,and an independent sample t-test of the SPSS software was used for the mean analysis to understand the effect of the wisdom classroom on the performance of the high school students' physics disciplines.Standards are unified throughout the year.The results of the three physical examinations in the middle and end of the experimental group and the control group and the three school physics exams reflect that the pretest scores of the two groups of students are of equal quality.After the comparison experiment under different teaching methods,the physics of the experimental group in the two examinations The scores were significantly higher than those in the control group,indicating that the application of the smart classroom in classroom teaching had positive effects on the physics learning of the experimental group and improved the physics academic performance of the experimental group students to some extent.