Design And Case Study Of "unconventional" Physics Experiment In Junior High School

"Unconventional" physics experiment is a kind of physics experiment teaching activity which uses the familiar objects,materials,human body and children's toys to develop,which embodies the characteristics of self-creation,experience,interest,simplicity and life.According to the characteristics of each teaching link in physics teaching process,reasonably carrying out "unconventional" physics experiment teaching in junior middle school physics teaching can make the course concept of "from life to physics,from physics to society" be well implemented,and also promote the connection between physics knowledge and real life.At the same time,it strengthens students' understanding of physics knowledge,thus enhancing their interest in learning physics.Based on constructivism theory,situational cognitive learning theory and ecological teaching theory,this study aims at the problems which exist in physics teaching in junior high school.According to the design principle and thought of "unconventional" physics experiment in physics teaching,the teaching scheme of junior middle school "unconventional" physics experiment is designed,and the corresponding teaching experiment research is carried out.The specific research situation is as follows:In this study,148 students in grade 9 of TL middle school in Shanghai and 4physics teachers were selected to conduct a student questionnaire survey and teacher interview on the status quo of "unconventional" physics experiment teaching.The following common problems are found in the actual teaching of junior middle school physics:(1)teachers use "speaking" and "seeing" to replace "doing" experiments,and the establishment of physical concepts and laws lacks real situations;(2)over-reliance on laboratory and factory-made experimental instruments simplifies the connection between physical knowledge and real life and emotional experience;(3)lacking of "unconventional" physics experiments in each teaching link leads to the inconsistency between the teaching methods of teachers and the learning needs of students.As for the above question,based on the design principle of "unconventional" physics experiment,the author considers the characteristics of each teaching link in the physics teaching process and the fit between "unconventional" physics experiment.The author combines the design ideas of "introducing knowledge,understandingknowledge,deepening knowledge and applying knowledge" of four types of "unconventional" physics experiments.The author designed 19 "unconventional" physics experiments and applied them in 6 specific teaching cases,and then carried out an 8-week teaching experiment while ensuring the homogeneity of the experimental class and the control class.The experimental results show that carrying out "unconventional" physics experiments properly in junior middle school physics teaching has the following teaching effects.(1)To some extent,it alleviates the contradiction between students' learning needs and teachers' teaching methods.(2)Enhance students' interest in learning physics to promote their deep understanding of physics knowledge.(3)This helps students to apply physics knowledge to life.(4)to improve students' ability to deal with life problems and experiment problems.