Research On Promoting Students'Active Learning By Using Two-way Questionnaires In Junior High School Physics Teaching

At present,the frequency and effect of interaction between teachers and students in junior high school is not optimistic,the form of interaction between teachers and students is single,the experience of students is insufficient,and the phenomenon of interaction between teachers and students only stays in the classroom is a real problem.In order to enhance the communication and interaction between teachers and students,help teachers master the learning dynamics of students,improve students' willingness to learn actively,and guide students' active learning behavior,this study is guided by theories of constructivism and deep learning,emphasizing student-centered and tapping learners' initiative.According to the characteristics of the two-way interaction between teachers and students,a two-way questionnaire is developed.In the process of completing and handling the two-way questionnaire,the communication and interaction between teachers and students and common development are implemented.In this study,the definition,characteristics and connotation development of two-way communication as well as the research status of teacher-student interaction at home and abroad are comprehensively analyzed by using the method of literature research.It is found that the research on the strategy of strengthening teacher-student interaction is deficient.At the same time,based on the analysis of the connotation development and current situation of active learning,it is also found that there is less research on the relationship between teacher-student interaction and students' active learning.The concepts of "two-way questionnaire" and "active learning" are defined.On the basis of demonstrating the feasibility of the two-way questionnaire,the setting structure,using conditions,recycling methods and processing methods of the two-way questionnaire are defined,and the practical process and feedback standard of the two-way questionnaire are designed.In the process of practice,the two-way questionnaires submitted by students are collected and processed.The problems in the two-way questionnaires are classified according to exercises,knowledge points,experiments and classroom correlation.Individual guidance,group guidance and class collective guidance are used to deal with different problems.Using two classroom observation methods of FIAS and PORTAAL,the interaction between teachers and students in the classroom and the performance of students are recorded.The interaction between teachers and students in the classroom and the original appearance of students' active learning are reflected through codes and calculations.The effect of the two-way questionnaire is tracked and evaluated and feedback is given according to the students' questionnaires and teachers' interviews.The results show that from the results of questionnaires and interviews,the overall students' mood for submitting two-way questionnaires is positive.The students think that submitting two-way questionnaires is helpful for learning physics.At the same time,they think that the process of submitting two-way questionnaires does enhance the communication and interaction between teachers and students.According to the results of classroom observation,after using the two-way questionnaire,the students are active in the classroom and their active consciousness is improved.Students will use advanced skills to solve problems,will take the initiative to evaluate and analyze,and can think independently and display in the class.In general,the use of two-way questionnaires is conducive to strengthening the frequency of interaction between teachers and students,improving students' awareness of active learning,and promoting students' active learning behavior.At the same time,it can also help teachers to reflect on themselves and eventually achieve the common growth of teachers and students.