Research On The Measurement Of The Academic Level Of Physics Inquiry Experiment In Junior Middle School

In 2011,in the Opinions on Deepening Education and Teaching Reform and Comprehensively Improving the Quality of Compulsory Education,the State Council of China emphasized the significance of "strengthening the significance of conducting experiments in terms of pedagogy,guiding students to think and ask questions actively,and cultivating in students the ability of exploring related issues independently,” and also proposed that “if conditions permit,schools should build innovative laboratories and enable students to conduct comprehensive experiments.” inquiry experiments are made an important part of junior high school physical experiments,inquiry experiment teaching plays an irreplaceable role in the cultivation of students' inquiry ability.At present,some regions have already made experiments an important section of the middle school entrance examination.Therefore,to acquire a deeper understanding of the academic level and to identify the very problems existing in that,it seems to be of great significance and value to research on the current situation in junior high schools.This research is conducted under the guidance of scientific inquiry theory and structuralist learning theory and combined with the requirements of physics curriculum standards for compulsory education(2011 edition)in three aspects,including inquiry experiments,the laws of students' cognitive development,and the characteristics of physics disciplines were formulated to implement the junior middle school physics inquiry experiments.First of all,according to the "compulsory curriculum" the requirements of the inquiry experiment,middle age characteristic and the cognitive development level,at the same time,learn from the ordinary high school physics curriculum standard(2017 edition)"for the division of science inquiry academic level,I formulate the evaluation means of the junior high school physics inquiry experiment educational level,from low to high in turn divided into three levels of studies.,Secondly,I made a questionnaire for investigating the current situation and the corresponding outline for interviewing the teachers.The reliability and validity of the questionnaire results are 0.854 and 0.807 respectively.At the same time,the evaluation basis for the implementation status of the junior middle school physics inquiry experiment is formulated.At last,I selected my participants randomly as a sample among the students of Junior Three and Senior One in four high schools(A,B,C,D)located in Fuping County,Shaanxi Province,and then interviewed some physicalteachers in these schools.Afterwards,I analyzed the data with the use of SPSS19.0 and combined the results with the evaluating criteria made by relevant governmental documents.I have got the results are that the proportion of the junior middle school in the area who have reached the requirements of academic level 1.academic level2.academic level 3.are respectively 92.3%,75.3%,57.7%,and there are relatively few students who have reached the academic level 3,according to my investigation of the status of experimental implementation;The results show that:(1)In the four dimensions of “question,evidence,explanation and communication”,(2)There is no shown gender difference in the four dimensions investigated;(3)There is significant correlations between the four dimensions.The result of this research provided reliable reference and important basis for improving teaching quality in conducting physical inquiry experiments in junior high schools.