A Practice Study On The Inquiry-based Teaching Model Of Senior Secondary Physics Based On Pre-learning Lessons

The high school physics curriculum standards state that the high school physics curriculum focuses on developing students’ core literacies in physics,therefore teachers should develop students’ independent,cooperative and inquiry-based learning styles.My school has arranged pre-learning lessons before the inquiry lessons.The aim is to develop students’ independent learning skills as well as to help them become better integrated into the investigative activities of the physics classroom through pre-reading sessions.However,in practice,students and teachers attach less importance to the pre-learning lessons,and most physics teachers still teach in the traditional mode after the pre-learning lessons,which does not achieve the expected results.The author therefore proposes a solution to the current situation and problems of physics teaching in our school,and analyses the actual teaching effect of the improved "inquiry-based physics teaching based on pre-reading lessons" through practical research.In this paper,the application of the improved teaching model is discussed and practically studied from both theoretical and practical aspects.Firstly,the literature analysis method was used to study the practical and theoretical basis for combining the pre-learning and inquiry lessons.Then,through a questionnaire survey of students and personal interviews with front-line physics teachers in our school,we analyzed and summarized the specific problems in the existing pre-learning and investigation lessons and students’ expectations of the physics classroom,such as students’ expectations that teachers would clarify the pre-learning tasks,teachers’ inability to know the students’ pre-learning situation accurately,and students’ expectations that there would be more inquiry activities in the physics class.This has informed subsequent improvements in teaching and learning.On the basis of theoretical research and investigation,the author proposed an improvement plan for the existing teaching model in our school,refining the teaching steps between pre-learning and inquiry lessons,designing four links for pre-learning lessons: "guide","think","check" and "discuss".The teacher can use the pre-learning feedback and tests to design targeted activities for the physics inquiry class.The purpose of this link is to stimulate students’ enthusiasm to participate in classroom activities and to strengthen the cultivation of students’ spirit of questioning and innovation.The author then conducted a one-semester teaching comparison experiment in two parallel classes of the senior class I taught,introducing the specific implementation process of the improved teaching program through two teaching cases and analyzing the teaching effectiveness of the two lessons.Finally,by comparing the classroom performance of the students in the two classes during the teaching practice,the difference in their interest level in learning physics and their physics performance before and after the experiment,and the impact of the improved teaching mode on the above three aspects are analyzed and summarized.The final conclusion is that the implementation of "Inquiry-based teaching of senior secondary physics based on pre-learning lessons" is conducive to the development of students’ self-learning awareness and ability,the smooth implementation of physics inquiry lessons,the development of students’ core physics literacy,the cultivation and enhancement of high school students’ interest in learning physics,and the effective improvement of students’ learning performance in physics at all levels.The experimental findings validate the feasibility and effectiveness of the model of "Inquiry-based teaching of senior secondary physics based on pre-learning lessons" proposed in this paper in the teaching of senior secondary physics.