Research About The Design Of High School Physics Experiment Course Based On Flipped Classroom

With the introduction of college entrance examination reform in Shanghai,the questions of students paying less attention to physics,lacking class time,and compressed experimental class time have become the main contradictions in teaching.Teachers are still the protagonist of the class,so the right to speak is in the hands of the teachers.Besides,in order to develop quality education,promote students' personalized development and cultivate their core qualities,the mode combining information technology and traditional teaching has gradually come into our vision.Then micro class,MOOC and flipped classroom have become new trends.Therefore,this research focuses on how to follow the acquisition mechanism of the laws of physics concepts,using flipped classrooms to teach physics experiments,changing teaching concepts,stimulating students' autonomy,and cultivating students' scientific inquiry ability.The main tasks are as follows:1.Propose the analysis of teaching task for flipped classroom experiment teaching.First the teacher should determine the teaching content,then plan the teaching framework according to the experimental induction approach,at last analyze the main conclusions of each sub-link and the logical thinking process that students must go through.Based on the above,the problem chain can be formed in the lesson plan.2.Based on the analysis of the teaching task,the teaching case of the flipped classroom is developed.It will adopt the inquiry teaching mode.Besides the teaching design will focus on how to design experiments and how to process data.This article presents the lesson of "Exploring the relationship between acceleration,mass and external force".3.Research on the implementation of the flipped classroom teaching model.Teacher selected the advanced class in Grade 10 for comparative experiments.After teaching,the teacher applied SPSS analyze the experimental results of high school students,and conduct a questionnaire survey on the attitude of the flipped classroom experiment teaching.The main research methods used in this study are: the teaching practice research method,individual interview method,and the questionnaire survey method.The conclusions of this study are as follows:1.Comparing the results of the two surveys,most students like the flipped classroom form,and also claim that their experimental inquiry ability and logical thinking ability have been greatly improved,which can mobilize their subjective initiative and stimulate their interest in learning;2.The experimental results of the experimental class and the comparative class are significantly related to the flipped classroom teaching.Through the analysis of the different levels of the students,it can be seen that this teaching mode is more suitable for students of middle and above intermediate level.This part of the students has good learning habits and high participation.But Students with learning difficulties have poor autonomy and therefore lead to poor results.These kind of students in the experimental class and the comparison class have similar results with no significant difference.