| Cultivating students’ core competencies is at the heart of teaching design across various subjects.Peer Instruction,a novel teaching method proposed by Harvard University Physics Department Professor Eric Mazur,has been proven through years of research to significantly enhance students’ capabilities,quality,and interest in learning.Peer Instruction initially emerged in higher education,with research findings primarily focused on university physics education,while studies on its application in secondary school physics education are relatively scarce.Moreover,when Peer Instruction was introduced,the primary subjects of teaching activities were higher education students with complete personalities and independent thinking.Thus,this teaching model cannot be rigidly applied to high school education.This article aims to increase the research findings on the "localization" of Peer Instruction in our country,making it more suitable for high school physics education and enriching the forms of high school physics classroom teaching.It conducts practical research from both theoretical and practical perspectives,providing students with a platform for communication,increasing their classroom participation and learning initiative.It allows students to have intellectual collisions through communication and promotes the development of core physics literacy.In the theoretical aspect,this article uses literature research method to understand the composition and significance of peer instruction,define concepts,trace its theoretical basis,and review the development history of related research at home and abroad.In the practical aspect,T-tests are conducted on the first monthly exam scores of the experimental class and control class to confirm the comparison between the two classes before the experiment.Student learning situations are analyzed from four dimensions through questionnaires,and teachers are interviewed to make up for the weaknesses in teaching design based on their suggestions.Students are organized to play rule-based games to cultivate their rule awareness and form discussion groups.Rule-based peer instruction implementation steps and teaching cases are designed and implemented.After the practical research,SPSS software is used to compare the differences between the midterm scores of the experimental class and the control class,and questionnaires are conducted to understand the improvement of students’ learning attitudes and ability literacy after implementing peer instruction.Student interviews are conducted to understand their satisfaction with peer instruction and suggestions for improvement,and teaching experience and shortcomings are summarized to provide reference for others to study peer instruction.The comprehensive analysis concludes that implementing peer instruction in high school physics teaching can promote students’ understanding of physics concepts,improve the academic performance of students with weak foundations,help students with better foundations consolidate knowledge,effectively cultivate students’ logical thinking ability and verbal communication skills,improve interpersonal relationships among students,significantly increase students’ classroom participation and learning initiative,and deepen their intentional memory of physics knowledge. |
