Study On Physics Inquiry In Senior High School Entrance Examination

Under the requirements of the new curriculum reform,the school pays more attention to cultivating students' scientific inquiry ability,and in the middle school physics teaching activities,it mainly uses inquiry-based teaching methods to cultivate students' inquiry ability.As a high school entrance examination,the high school entrance examination is a carrier for testing students' scientific inquiry ability.Therefore,the preparation of the scientific inquiry questions in the senior high school entrance examination is very important,and to some extent,it will affect the implementation of the teaching links.Therefore,it is necessary to maintain the consistency of the test questions and the “course standards”.Taking the scientific research questions of the 2011-2018 exams in 9 districts of GuiZhou Province as a sample,the paper mainly uses the literature method,content analysis method and statistical method to analyze the questions,the amount of questions,the full marks and the scientific inquiry elements.The SEC model consistency research tool is used to establish the research framework of the scientific inquiry test and the physics curriculum standard consistency of the senior high school entrance examination.It analyzes the two dimensions of content topic and cognitive level,calculates the consistency coefficient P value,and studies the scientific research questions and curriculum standards of the senior high school entrance examination.The consistency between the two,from the content topic and the level of cognition,the reasons for the inconsistency between the scientific inquiry questions and the standard of the curriculum standards.Then draw conclusions and make recommendations.Research conclusions:Firstly,for 2011-2018,8 years of high school entrance examination physical science research questions,found that the experiment,inquiry questions are the form of regular examinations,this part of the knowledge not only examines the students' inquiry ability,but also examines the scientific thinking of students' observation experiments and physical core literacy.The basic characteristics are combined.In view of this,the teacher is not only teaching the 20 mandatory experiments specified inthe course standard,but also combining the interesting and cutting-edge cases in life to give students a “learning to use”.ExploreSecondly,from the P values of the nine regions,it can be seen that the areas where the consistency coefficient of the scientific inquiry questions in the middle examination questions are relatively low,the economy is relatively backward,the experimental conditions of the school are relatively backward,and the students' inquiry ability is relatively weak.Thirdly,analyze the 8 years of physical examination questions in the senior high school entrance examination in GuiZhou Province.The examination of the elements of scientific inquiry mainly examines the four elements of “experiment and evidence collection”,“design experiment and formulation plan”,“analysis and argumentation” and “assessment”.Most,accounting for 89% of the total,and the questions,conjectures and assumptions and expression and communication are rarely examined.Fourth,for the past eight years,the physics science inquiry test and the curriculum standard consistency calculation of the senior high school entrance examination,the consistency of the physical science inquiry test questions and the curriculum standards of the middle school entrance examinations in nine regions was obtained.The order of consistency was relatively good in AnShun City,followed by Guiyang City.The relatively poor consistency is LiuPanshui City,but the consistency statistical coefficient of these 9 regions is relatively low relative to the critical value(P=0.7806).AnShun City and Guiyang City are close to the reference coefficient threshold.It can be said that The physical examination questions of the senior high school entrance examinations in these two areas are in line with the curriculum standards.On the content theme,“sports and interaction” and “energy” are higher than the curriculum standards,and the theme of “substance” is lower than the curriculum standard.At the cognitive level,the examination of “understanding” and “operation” is higher than the curriculum standard,and the examination of other cognitive levels is lower than the curriculum standard.To summarize the research data,(1)Suggestions on the teaching of the elements of scientific inquiry.In the process of teaching,not only must we pay attention to the requirements of the course requirements,but we should also explore some cases of inquiry that are of interest to students and explore them.(2)Suggestions on the preparation of test papers.Propositions need to pay attention to the proportion of test questions in the content theme and level of understanding,to ensure the consistency of test questions and curriculum standards.(3)Suggestions for future follow-up research: Continuous improvement of curriculum standards and improvement of the theoretical basis of research models are conducive to more accurate division of content themes and cognitive levels.