Case Design And Practice Research Of Junior Physics Micro-Project Learning

In this thesis,the research status and existing problems of project-based learning and micro-project-based learning at home and abroad were analyzed,and the connotation of micro-project-based learning was defined firstly.Secondly,in order to determine the feasibility and necessity of using micro-project learning to carry out in physics teaching,a questionnaire survey was conducted to collect relevant information about the application of micro-project-based learning in junior high school physics classrooms,as well as teachers’ understanding and attitude towards micro-project-based learning and suggestions for carrying out micro-project-based learning.Thirdly,two ways of integrating micro-project learning into the regular physics classroom were proposed,that is "in-depth exploration based on a certain knowledge point of the subject" and "expansion and application of knowledge in the subject",and ten micro-projects such as "self-made musical instruments" "self-made pinhole cameras" "self-made submarines" "self-made pole scales" "homemade sundials" "self-made pet automatic water disbursers" and "self-made float density meters" were developed in these two ways,and these ten cases were presented in the form of "micro-project-based learning task cards" before the project activities.Then,Taking the junior high school physics knowledge topic of "Electrothermic and Electromagnetics" as an example,three micro-project-based learning cases such as "self-made electromagnet" "self-made heater" "self-made speaker" were designed and implemented,and this three cases were used to complete the teaching tasks of "exploring the factors affecting the magnetic strength of electromagnets" "thermal effects of current" "conditions for sound generation" and " Exploring the effect of magnetic field on energized wires".Finally,the actual teaching effect of using micro-project learning to carry out physics teaching was analyzed by using text questionnaires and student interviews.Through the corresponding theoretical research,it was found that compared with project-based learning,micro-project-based learning has the characteristics of small activities scope,short implementation period and few evaluation subjects,which can provide new ideas for project-based learning to integrate into conventional physics classrooms.Through actual teaching practice,it was found that the use of micro-project learning to carry out physics teaching can stimulate students’ interest in learning and promote students’ understanding of physics knowledge to a certain extent.