Design And Application Research Of Writing Task System Of Physics Science In Junior Middle School

Science writing can effectively cultivate students’ scientific literacy,promote the development of students’ scientific methods and the formation of critical thinking,and improve students’ expression ability and language organization ability in the process of science writing.The teaching of science writing is also the process of implementing the curriculum standards of physics in junior middle school and promoting the cultivation of students’ core literacy.It has been many years since the researches on science writing were conducted in foreign countries,but in China,the development of science writing is not enough and there is not a complete science writing task system.This thesis tries to build a science writing task system of physics and carry out the empirical research in school.This study firstly uses text analysis method to sort out the previous literature of science writing,and makes a comparative analysis of the science writing tasks between the People’s Education Edition and the American Science Explorer textbook through the Dimension Table of Science Writing Analysis,so as to find the shortcomings and deficiencies in the science writing of the People’s Education Edition,laying a foundation for the construction of the science writing task system.Secondly,literature method and focus group method are adopted to determine the educational objectives,concepts and principles of the science writing task system,and the overall planning and design of the junior high school physics textbooks are carried out to construct the science writing task system.Three front-line teachers were invited to evaluate the science writing task system using the Evaluation Form of the Science Writing System.After the interview,the deficiencies of the science writing task system were found and revised.Finally,during the internship in Fangshan School Affiliated to CNU,a total of 29 students in Class 2(1)were selected as the research subject,three science writing tasks were implemented,and 48 science writing worksheets were collected.The Science Writing Work Evaluation Form with good reliability and validity was used to evaluate the students’ work.This thesis finds out the problems existing in students’ science writing and puts forward some suggestions on the current teaching situation of science writing.The results show that: First,the comparison between the two editions shows that compared with Science Explorer,the People’s Education Edition has less science writing,and the type,theme and value orientation are not comprehensive and the distribution is unbalanced.Secondly,on the basis of clarifying the direction of improving science writing,the system of physics science writing task in junior middle school is constructed.The science writing task system is systematically evaluated,and the evaluation results show that the science writing task system has clear objectives and complete structure.Thirdly,the implementation of science writing demonstrates that the overall level of students’ science writing is not high,some students’ expression of science concepts is not clear or accurate,and the expression of science writing is confusing and illogical.Based on the above research,the following conclusions are drawn: First,Science Explorer’s science writing task design is more comprehensive than the People’s Education Edition.Second,the construction of physics science writing task system in junior middle school has certain guidance to teaching practice.Third,students’ science writing ability is generally not sufficient.In view of the above problems,the author puts forward three suggestions in three aspects,namely textbook compilation,science writing teaching and teacher career development,hoping to provide some advice for researchers and educators.(1)The amount of science writing should be appropriately increased when compiling textbooks,and the types and themes of science writing tasks should be enriched to promote the overall development of students’ core literacy.(2)Based on the actual ability of students,teachers should ensure that the teaching of science writing is feasible.(3)The teachers should improve their professional skills in science writing through practicing and reflecting.