Evaluation Of Junior Middle School Physics Experiment Teaching Based On Analytic Hierarchy Process

Physics is a natural science based on experiments.Experiment is not only an important branch of physics,but also a fundamental part of classroom teaching.Since the reform of the new curriculum,more and more attention has been paid to the role of experiments in the whole teaching process.In physics class,"teacher showing experiments" has been replaced by"students doing experiments".Students have more chances to carry out grouping experiments,and at the same time,their enthusiasm to participant in the experiment has also increased,which are all welcomed changes.However,there are also some problems.For example,instead of thinking independently,students tend to rely entirely on the teacher to explain the experiment.They only pay attention to filling in the experimental process and experimental results without using the brain to think.There are also students in the group acting as "bystanders",who rely on other members of the same group to complete the experiment.In grouping experiments,some students do not have the ability of innovation,reflection and communication.The reason for these problems is that there is a lack of evaluation criteria,which is suitable for the junior high school physical grouping experiment.Consequently,it is of vital significance to establish an effective evaluation method for middle school physics experiment.This thesis firstly studies the status of experiment evaluation of students of home and abroad.Curriculum standards and educational theories are then analyzed in detail.After that,the application status of experiment evaluation is investigated and summarized.Finally,the evaluation system based on analytic hierarchy process for junior high school physics experiment teaching is proposed.Based on the three-dimensional goal,the evaluation indicators are established for the system.At the same time,the indicators are refined and importantly differentiated.Diversified forms are adopted to increase the role of the evaluator and participate in the evaluation with different evaluation identities.This evaluation system aims to establish an experimental growth archive,which can promote the overall development of students.Through this continuous experiment evaluation,students can not only successfully complete the purpose of the experiment,but also cultivate their scientific thinking,inquiry consciousness,cooperation spirit and scientific attitude,and finally improve their scientific literacy.