Study On The Difference Of Physics Experiment Teaching In Urban And Rural Middle Schools In Zaozhuang

Since 1999,our country has begun to implement quality education,abandoning traditional teaching,carrying out teaching reforms,and proposing new curriculum standards.Under the guidance of the new curriculum standards,physics subjects are required to pay more attention to the teaching of experiments,so that students have more opportunities for hands-on experiments.Students exercise hands-on and problem-solving abilities through personal experience,and feel the rigorous scientific spirit;through the process of scientific exploration,they stimulate curiosity and mobilize the enthusiasm for learning physics,so that they like physics.At the beginning of the research,this thesis found that there are obvious differences in the performance of high school students in physics experiment teaching.Teachers who understand the reasons for the differences can discover the deficiencies in teaching,and take effective measures in time to help students narrow the gaps,improve performance,and promote students’ overall development.The thesis first conducts a questionnaire survey of 9 high school students in Zaozhuang City,and interviews some teachers and students.On the basis of the results of the questionnaire and the interview,it analyzed that there are obvious differences in the performance of high school students in the preview before the physics experiment,the independent hands-on operation in the process,the completion of the experiment,the performance of the data processing after the completion,and the group discussion.These differences are mainly It is reflected in the difference between urban and rural areas in students’ junior high schools.The questionnaire survey was conducted again on the students of 16 urban and rural junior high schools in Zaozhuang City,and some teachers and students were interviewed.Combined with the analysis of the actual situation in Zaozhuang City,the difference in student experimental teaching is mainly related to the teaching level and teaching quality of urban and rural teachers,but also related to the learning habits of urban and rural students,parents’ educational awareness,and urban and rural economy and policies.The thesis discusses some measures to improve the urban-rural teaching gap of junior high school physics in accordance with the difference in teaching level of urban and rural teachers.First,rural teachers should study frequently,improve their professional qualities,and improve teaching models and methods in accordance with the requirements of the new curriculum standards.Second,although the experimental equipment in rural schools is inadequate,it is possible to improve the experimental environment by self-made experimental teaching aids or find alternatives to experimental instruments to increase the opportunities for students to experiment.Third,rural students are less interested in learning physics.Teachers can organize"small inventions and small creations" activities to mobilize students’ learning enthusiasm,consolidate knowledge,and at the same time allow students to use their learning and obtain learning satisfaction.After three months of teaching practice,the results of the questionnaire analysis showed that students’ independent learning ability,practical ability and communication and cooperation ability have been greatly improved.At the same time,students’ physics scores and preference for subjects have also improved.This proves that the above measures can effectively reduce the urban-rural gap in experimental ability of urban and rural students.I hope this paper can provide some useful references for teachers.