Research On Junior High School Physics Teaching Practice Based On Smart Classroo

With the rapid development of the Internet of Things,big data,artificial intelligence and other new generation of information technology,the traditional education model will inevitably be greatly impacted.How to explore and use the Smart Classroom to solve the problems of "teachers are under too much pressure","teaching completely depends on teachers’ subjective experience" and "Student’s personalized learning needs are difficult to meet" in current teaching,has become a hot spot of active exploration in the education industry,so as to reduce the burden and increase efficiency and build a high-quality education system.Especially since 2020,the sudden outbreak of the epidemic has accelerated the process of integrating information technology changing traditional teaching system.In contrast to the situation of online teaching,on the one hand,the education technology system highlights the irreplaceable advantages of information technology,on the other hand,it also exposes the problems in the integration of education and technology.Under this background,this thesis chooses junior high school physics teaching based on the Smart Classroom as the research theme,and adopts the research method of combining theory with practice: First,we highlight the guiding role of theory,conduct systematic research on relevant theories to explore the essence and law;Secondly,the research is rooted in practice,combined with all-round and long-term immersion practice to explore the implementation method and teaching effect of the Smart Classroom,and the purpose is to form replicable and popularizable teaching strategies.The research work of this paper mainly includes three aspects:Firstly,the results of literature review.It includes three parts: the first is the background trend part,which summarizes the current research of the Smart Classroom;the second is the theory part,which constructs the theoretical basis of the Smart Classroom through literature collation to provide support for practice;Thirdly,in terms of practice,the practice of the Smart Classroom at all around the world is summarized and analyzed in this part as a series of important reference for this study;Secondly,the results of the status quo survey.It includes two parts: one is the survey about teachers,which investigates the teachers who have been engaged in the Smart Classroom teaching practice for a long time in the form of questionnaires,and analyses the current teaching situation based on the Smart Classroom,laying the foundation for followup research;Secondly,in the aspect of student survey,the students in the Smart Classroom were investigated in the form of questionnaires to understand the current students’ evaluation and suggestions on the use of the Smart Classroom;Thirdly,research content and results.It includes two parts: one is the practical research,which lasted one and a half years,closely combining the research with daily teaching behavior,and carrying out all-round and long-term immersion practice in junior middle school classes;Secondly,in the aspect of theoretical research,we use theory to design practice,analyze educational phenomena and reveal the laws in teaching,so as to formulate theoretical achievements based on practice and teaching strategies to guide our practice.There are four innovation points in this research:Firstly,the topic selection is in line with the urgent need of the current physics teaching reform in middle schools.The construction of the Smart Classroom meets the relevant requirements of the 14 th Five-Year Plan,but there are few research on the application of the Smart Classroom in physics teaching in junior middle school,so it has certain research value.Secondly,all-round and long-term immersive teaching practice.Starting from June2020,the immersive research lasted one and a half years,is with rich practical experience,objective and reasonable data,and all-round exploration around a variety of class hours.Thirdly,form a characteristic practical theory that can guide the Smart Classroom teaching.One is to highlight the role of theory and form a methodology to guide teaching practice;the other is to combine practice and form a practical theory that can be replicated and popularized.Fourthly,use a large number of data analysis results to evaluate the teaching effect of the Smart Classroom.In the process of collecting a large number of relevant data,combined with long-term classroom practice to observe and carry out comparative experiments,we use data to demonstrate the teaching effect.