| The General High School Physics Curriculum Standard states that experiments,as an important part of physics teaching,are an important way to cultivate and develop students’ core literacy in physics,and encourages teachers to actively create conditions and make good use of new means to develop experiments.The National Medium and Long Term Education Reform and Development and Planning Outline requires that: we should make full use of quality resources and advanced technology,integrate existing resources,strengthen the development and application of quality educational resources,and strengthen the construction of an online teaching resource system.In physics experimental teaching,virtual experiments can often rely on its "immersiveness,conceptualisation,real-time interaction" and other characteristics to play its unique advantages,helping students to better understand the experiment,to alleviate the loss of laboratory equipment in schools,such as the lack of timely to meet the teaching problems,to enhance students’ hands-on skills,experimental operation It also helps to enhance students’ hands-on skills and experimental skills.Importantly,in the virtual laboratory,many abstract physical phenomena and concepts that are normally invisible and untouchable can be presented to students through virtual reality technology,making it easier for them to understand and avoiding some dangers and accidents in experiments.The introduction of VR technology into teaching is of great theoretical significance and practical guidance for improving the effectiveness of high school physics teaching and enhancing students’ core physics literacy.On the basis of the literature,a questionnaire survey was conducted on the current situation of physics experiments in Anshun No.2 Senior High School based on questionnaires and statistical analysis.The analysis of the questionnaires revealed that the teachers and students supported more hands-on experiments and were highly motivated to conduct experiments,but in the actual process,due to the old and missing experimental equipment,the experimental results were unsatisfactory,the data were inaccurate and the students’ hands-on skills were not improved.In view of this,teachers and students agree that the introduction of VR technology into teaching,combined with traditional experiments,will help students to better understand the experiments,enhance the teaching effect and cultivate students’ core literacy.Through reading relevant literature,discussing with front-line teachers and tutors,combining with their own thinking,and repeatedly arguing,they proposed a design strategy for a VR technology-based high school physics laboratory course,with the following main steps:(1)selection of traditional laboratory equipment that cannot implement the course content;(2)comparison with traditional experiments;(3)teaching process design;(4)implementation of lesson plans;and(5)feedback.After combining the proposed implementation steps and discussing with the teacher in depth,we finally selected "investigating the laws of parabolic motion","using double slit interference to measure the wavelength of light" and "the motion of the planets".We also selected senior class(1)and senior class(3)as experimental classes,and senior class(5)and senior class(13)as control classes,and led the students in the experimental classes to teach the virtual experimental course for 5 hours.After the teaching session,the results of the experimental class and the control class were analysed and the students’ learning attitudes and learning effects were statistically analysed using the questionnaire method.The survey and analysis revealed that before the implementation of the virtual lab session,the significant differences between the experimental and control classes’ grades were 0.649 and 0.365 respectively,and after the implementation of the virtual lab session,the significant differences between the experimental and control classes’ grades were 0.001 and 0.009 respectively,and the experimental classes’ grades improved from 60.62 and 57.85 to 67.16 and 63.04,and the average grades of the experimental classes were higher than that of the control class.This shows that the virtual experiments had a positive effect on the students’ performance and that the students enjoyed physics more,had increased their hands-on skills and were looking forward to doing the virtual experiments again.The use of VR technology to conduct physics experiments in the classroom has helped students to learn physics experiments,helped them to understand the relevant physics knowledge more profoundly and remember it more easily,promoted students’ learning,and was also well liked by students and had a good impact among them,achieving the purpose of cultivating students’ core literacy in experimental teaching. |
