An Empirical Study On The Improvement Of Students’ Scientific Inquiry Ability By Virtual Real Mixed Experimental Teaching

With the coming of the 21 st century,the society has put forward higher requirements for talent training,and the core literacy emerges.In physics,scientific inquiry ability is an important part of core literacy,and the cultivation of scientific inquiry ability is the requirement of core literacy cultivation of physics discipline.Physics is an experiment based subject.Experiments are an effective way to cultivate students’ scientific inquiry ability.However,due to the limited classroom time,the obvious experimental phenomenon and the lack of students’ experimental operation ability,teachers often use the methods of playing experimental video and explaining experiments with PPT,which makes it difficult for students to participate in the experiment.It is difficult to improve the ability of scientific inquiry.In recent years,with the development of information technology,the mixture of information technology and education provides a new opportunity for physical experiment teaching and students’ scientific inquiry ability training.More and more teachers begin to try to apply it to physics teaching.However,whether the combination of information technology and physical reality can improve the scientific inquiry ability of students still needs further verification.Therefore,the author tries to design the teaching framework of physical experiment and practice by mixing virtual experiment with real experiment,and discuss whether the virtual and real experiment teaching can improve the students’ scientific inquiry ability,and hope to enlighten and help the majority of physics teachers and promote the deep mixing of information technology and physical experiment.This study is divided into literature research stage,experimental research stage,effect evaluation stage and research summary stage.First of all,the author analyzes the research status of scientific inquiry ability and virtual real mixed experiment teaching,the current situation of physical experiment teaching,the feasibility of virtual real mixed experiment teaching and the requirements of physical experiment content.On the basis of the analysis,the author designs the virtual real mixed experiment teaching framework of virtual before class,real in class and virtual after class.Secondly,the author selects a high school in Weihai City of Shandong Province as the practice school for teaching practice,and sets up the experimental group and the control group.In the experimental group,the virtual and real mixed experimental teaching method is used for experimental teaching,while in the control group,the traditional classroom teaching method is used for experimental teaching,and the experimental data are collected through questionnaire survey,pen and paper test,teacher-student interview and classroom observation.Thirdly,the collected experimental data are analyzed.The analysis results show that: the virtual real mixed experimental teaching can improve students’ interest in physical experiments,participation and experimental results,and then improve students’ scientific inquiry ability.And the experimental results show that the virtual real mixed experimental teaching can improve students’ ability of guessing and supposing,ability of designing experiments and making plans,ability of acquiring and processing,the ability of information management,communication,evaluation and reflection is more significant.Finally,the research conclusions are summarized,and teaching suggestions are put forward for the problems in the process of teaching practice,so as to help teachers better use virtual laboratory and other information technology means to carry out virtual real mixed experimental teaching.