| Physics is an experiment-based discipline.The definition theorem of physics and the law of law are summarized and summarized on the basis of experiments.Physics experiment is an important bridge to communicate conjecture and inductive analysis.It is precisely with experiments that many natural laws are presented in front of students.Today,the high school new curriculum reform has developed in depth.High school physics experiment teaching has updated and higher requirements."Experiment is an important part of physics curriculum reform",focusing on the cultivation of students' experimental ability and scientific inquiry ability.Change the past teaching method based on books and experiment,promote the experimental status unprecedentedly,not only attach importance to the connection with the basic theoretical knowledge points,but also pay more attention to the cultivation of students' experimental ability and innovative consciousness.However,in the actual physics experiment teaching,due to the limitations of the objective environment of the school,the students and teachers' ideological concepts have not changed,etc.At the same time,students cannot grasp the physical situation during the experiment because of the tedious process,difficult operation and fuzzy experimental phenomena and so on.For these reasons,it is difficult for students to get on knowledge transfering and solve problems.How to maximize the role of physics experiments in physics teaching and cultivate students' core literacy is one of the main problems that need to be studied and solved in middle school physics.From the perspective of cognitive development rules in learning progression theory,this paper analyzes the transfering of knowledge and the stage development of psychological structure of students in the process of physical experiment teaching,and provides a feasible method for improving the effect of physical experiment in classroom teaching.This study is mainly based on the understanding and grasping of the new curriculum standards in the context of ordinary high school standards,which requires to cultivate students' core qualities in physics.Taking high school physics experiment as the research object and students as the main body as the foothold,this paper summarizes the application principles and methods of learning advanced theory in physics experiment teaching under the background of new curriculum,so as to provide meaningful references for future experimental teaching.First of all,this paper gives a basic overview of learning advanced theory and defines its theory.At the same time,it introduces the pedagogy and psychological foundation of learning advanced theory.Through questionnaires,and interviews it is found that the main difficulties of students in the experimental process are the unreasonable design of experimental equipment,the purpose is not clear and the experimental phenomenon is not obvious.in the experiment,because of the operational difficulty and the process is complex and involves a leap of physics it is difficult to reflect the scientific method and physical thinking contained in the physics in the experiment.The experimental data obtained is not standardized,which makes the calculation complicated and difficult,and it is difficult to summarize the physical laws and learn the physical knowledge.The lacking of structure and the fragmentation of knowledge in experimental teaching which causese students to feel memory confusion during recall experiments.Then,according to the characteristics of physical experiments and the main problems existing,the research and analysis are based on the learning advanced theory.The basic principles of improving physical experiments are: clarity,obviousness,simplicity,scientificity and feasibility.The main methods of improving physics experiment teaching based on the advanced learning theory in the context of the new curriculum are summarized: 1.Creating familiar physical situation to help students transfer knowledge smoothly.2.Decomposeing and processing complex experimental modules.3.Improving the setting and processing of experimental data.4.Helping students build physical models by combing graphical and experimental.Finally,Using the case analysis method to study the middle school physics experiment from the perspective of creating physical scenes,constructing brackets and constructing models.The "Study on the Parallel Motion Experiment" was improved by decomposing the experimental steps and setting the data.Enhance the purpose and level of the experimental steps,which is conducive to students' understanding of the law of the flat throwing movement and the decomposition of the movement.Using innovative devices,conversion and proportional methods and methods for decomposing experimental steps and matching schematics to improve The "Verification of the Law of Conservation of Momentum".Use the diagram to help students sort through the context and build a knowledge framework,and establish a momentum conservation model quickly.Deepen understanding of the law of conservation of momentum with simple experimental data processing.The "Exploration of Acceleration and the Relationship between Quality and Force" was improved by changing the installation mode of the experimental device,the method of partial integration and the method of combining thinking and experiment.It simplifies the processing of experimental data to saves time,helps students to put more energy into the physical knowledge and physical laws contained in the experiment.Penetrateing the whole thinking in the experiment,helps students understand the whole method and solves the actual problem with the whole method."Exploring the relationship between acceleration and quality,power" experiment as a research case applied to a middle school,and achieved good teaching results.Discusseing the cognitive development law through the improving experimental instruments,experimental operations and experimental data processing.And the advanced learning theory is applied to the teaching process of physics experiments. |
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