Application Of PBL Teaching Mode In Junior High School Physics Experimental Teaching

The national curriculum standard has been put forward: let the students actively and actively develop,so the teachers have been required to fully reflect the main body status of the students.This requires teachers to appropriately give up the traditional concepts and ways that are not conducive to students ’ability,and find more novel teaching methods to enhance students’ participation in the classroom,especially the natural curriculum based on experiment,which has already formed the scientific research hot spot of national middle school education.PBL(Problem-Based Learning)problem-based learning is a teaching mode of students’ group collaborative teaching method between teachers and students according to the actual problem situation created by students in the real world.The basic requirements of physics experiment curriculum in the national curriculum standard of compulsory education are to highlight the important position of students ’educational subject in physics experiment teaching,and to cultivate students’ basic ability to explore experiment independently and solve physical practical problems independently.Compared with the traditional Chinese teaching methods,the PBL teaching methods are very different from them in all aspects,and the PBL teaching concept is also in line with the teaching purpose of China’s current compulsory education work under the background of the new curriculum reform.The research focuses on: how to effectively cultivate students’ experimental inquiry ability in junior middle school physics experiment teaching? The PBL teaching mode is applied to the physics experiment teaching of junior middle school,and the theory and practice are combined to study the effectiveness of the PBL teaching method in the middle school physics experiment teaching.This paper summarizes the PBL teaching method of research at home and abroad,the PBL teaching mode,ideas and teaching characteristics,and under the constructivism theory,situational learning theory and cooperative learning theory,build the PBL physics experiment teaching design,and summarizes the basic teaching design process,create situation,questions,discuss together,analysis,collect data,solve problems,design experiment,operation,conclusion and results sharing.Thereupon,Two parallel classes in grade 8 of a direct school in Nanning were selected as control classes and experimental classes for experimental teaching research,Using the traditional teaching mode and the PBL teaching mode to carry out teaching,Completed the teaching design and teaching practice of "Exploring the characteristics of temperature change when water Boiling","Exploring the characteristics of plane mirror imaging" and the teaching practice,The effectiveness of PBL teaching mode was tested by the comparative analysis of pretest and post-test results,The practice results show that,After applying the PBL teaching mode to the physics experiment teaching in junior high school,Not only the students’ experimental exploration ability has been improved,And the students’ comprehensive results have also been improved to varying degrees,Therefore,the application of PBL teaching mode to junior middle school physics experiment teaching has some effectiveness.