Design And Practice Of High School Physics Project-based Learning Activities

As the times and the way of teaching and learning continue to evolve,education has focused more on the all-round development of students and the enhancement of core literacy.Project-based learning enables students to learn from "doing",so that students can get more comprehensive development and improve their core literacy in the process of project-based learning.Project-based learning is gradually beginning to be put into practice as a new way of teaching and learning change.A review of the literature reveals that foreign research on project-based learning started earlier and is now approaching maturity.The study of project-based learning in China started late,but has developed rapidly in recent years,and the research is spread over a wide range of disciplines.Research on project-based learning in physics is mainly focused on the practical exploration of project-based learning and the design of project-based learning curriculum under the guidance of core literacy,while there is less research on the practice of project-based learning in senior secondary physics in integrated practical activities classes.This study explores a new pathway for project-based learning practices in high school physics through the design and implementation of project-based learning activities in integrated practical activity classes.In order to design and implement the high school physics project-based learning better,the author surveyed the current situation of project-based learning in physics teaching through questionnaires.The survey found that the majority of students had not yet been exposed to project-based learning,but were looking forward to the introduction of project-based learning in physics teaching,which they expected to be fun and develop their skills at the same time.Based on the current situation of students and research on project-based learning in high school physics,the feasibility of combining high school physics and project-based learning is discussed in terms of both the fit and advantages of the two,and a framework for the design and implementation of project-based learning activities in high school physics is constructed.Project-based learning meets the requirements of the high school physics curriculum standards for teaching high school physics,and project-based learning in high school physics can promote the development of students’ core literacy in physics subjects.The design of project-based learning activities in high school physics requires the selection of core physics subject knowledge,which needs to be transformed into interesting and challenging driving questions for students in order to promote active inquiry learning in project-based learning.Project-based learning is designed to facilitate students’ learning by driving lower-order cognition through their higher-order cognition.The design process should select higher-order cognitive strategies and integrate higher-order cognitive strategies into the process of project-based learning.The evaluation of project-based learning is diversified,and the evaluation can well promote students’ reflection and deep understanding of core knowledge,and project-based learning practice on the basis of evaluation can achieve good results.Project-based learning is ultimately realized through practice.Determine the appropriate form of learning practice and promote students to combine learning,thinking and doing in the process of practice.Project-based learning practices ultimately produce public results,which need to reflect core physics subject knowledge and higher-order cognitive strategies.The implementation of project-based learning is a process of analyzing projects,implementing activities,communicating and evaluating them,and ultimately producing knowledge transfer applications.Students are the main body in the process of implementation,and the teacher plays the role of guidance,evaluation and support.Based on the full understanding of project-based learning in high school physics,three examples of project-based learning activities in high school physics were designed for the core knowledge of uniform linear motion,free fall motion,and Newton’s first law in high school physics: "Intelligent unmanned delivery vehicle in the community","Making a reaction ruler",and "Stage play of Newton’s first law",and implement the designed high school physics project-based learning case in an integrated practical activity class.Through the analysis of the process evaluation and outcome evaluation during the implementation of project-based learning and the data on core physics literacy before and after the implementation,it was found that the project-based learning activities in high school physics can effectively improve students’ core physics literacy and increase their interest in physics learning.Project-based learning in the form of activities in integrated practical classes is an effective pathway for the subject of physics and project-based learning practice.