Practical Research On Physics Concept Teaching In Senior High School Based On Peer Instruction

Since putting forward the idea that Chinese students should develop core competence,the emphasis has been placed on cultivating students' core competence in physics.The traditional teaching methods at this stage can not meet the requirements of senior high school physics concept teaching class.Therefore,it is necessary to explore a new teaching mode to carry out physics concept teaching,so as to promote students' autonomous learning,active thinking and improve students' learning enthusiasm.The peer instruction proposed by Eric Mazur,a professor of physics at Harvard University,is a kind of teaching method that combines group discussion with teacher's explanation.With modern information technology,students can give timely feedback to their answers.Students can effectively discuss,communicate and solve problems together.It truly embodies the concept of "student-centered,teacher-led".Peer instruction has been widely used at home and abroad,and the effectiveness of the method has been confirmed.Research has proved that peer instruction is a teaching method that can achieve effective interaction between teachers and students.This paper studies it from both theoretical and practical aspects.In terms of theory,firstly,it summarizes the relevant research status at home and abroad,consults literature extensively,understands the basic operation process of peer instruction,and preliminarily determines the implementation plan.Then it defines the relevant concepts,including core literacy,core literacy of physics,core concepts and so on.Then,after studying the new curriculum standard of physics in senior high school,the author makes textbook analysis,learning situation analysis and concept teaching design based on core literacy for the identified core concepts.Then,the conceptual test of reading test questions and the weekly exercise test papers are compiled.Finally,a questionnaire is designed to study the students' attitude feedback to peer instruction.In practice,we should first set up appropriate discussion groups and debug feedback cards to ensure the smooth progress of practical research.Secondly,independent T-test was carried out on the final examination results of the pre-test of the experimental class and the control class respectively.There was no significant difference between the two classes in the examination results,so teaching practice could be carried out.Then,after conceptual teaching,collect the data of test question options in time,and make statistical analysis of the correct rate of concept test questions.Finally,using Excel to draw charts,using SPSS software to compare the difference of final exam results between the two classes,the author obtains the relevant conclusions intuitively:using peer instruction can promote students' understanding of physical concepts,improve students' classroom enthusiasm,enhance students' interest in learning physics,improve students' mastery of physical knowledge,and in a certain course.Improve students' core literacy.At the end of this paper,the shortcomings and innovations of this study are analyzed,hoping to provide some reference for peers.