| This paper was based on the reflection on the current situation of teaching mechanics module in high school physics and the traditional physics classroom teaching mode,in view of the problem that the traditional classroom teaching method can not satisfy the development of students’ scientific thinking ability and problem solving ability,and referred to the advantages of problem-driven and cooperative inquiry teaching,the teaching mode of “problem-driven” for “cooperative inquiry”was putted forwarded and carried out practical research in mechanics teaching.Through reviewing relevant domestic and international literature,we understood the research status of problem-driven and cooperative inquiry teaching mode,and sorted out the framework of mechanics module of high school physics based on relevant theories.On this basis,we interviewed students and teachers to understand the current situation of students’ learning and teaching of mechanics module in high school,analyzed the content of textbook and students’ learning situation,and selected three sections of mechanics module to carry out the teaching design of “problem-driven” for “cooperative inquiry”.The design was applied in the actual teaching process.Two parallel classes were selected for the control experiment,and the students’ classroom behaviors were recorded and observed during the actual teaching process.The scores of the two classes before and after the test was analyzed by SPSS.The results of the research on the application of the “problem-driven” for“cooperation inquiry” model to the teaching of high school physics mechanics were obtained.The results showed that there were some differences between the post-test scores of the experimental class and the control class through the short-term practical research,and the pass rate and high score rate of the experimental class were higher than those of the control class by 8.4and 7.1 percentage points,respectively.The results of classroom observation and student interviews showed that students’ participation in the classroom and initiative of group cooperation had improved,and students’ expression ability had also been enhanced.78% of the students who participated in the interviews were satisfied with this teaching mode,which shows that the teaching mode of “problem-driven” for“cooperative inquiry” in the mechanics module is effective and feasible,and can provide reference for the following teaching work. |
