| The 2022 edition of the Physics Curriculum Standard puts forward four curriculum objectives: scientific attitude and responsibility,scientific concept,Physical concept,scientific thinking,scientific inquiry,which are more specific,comprehensive and in-depth than the 2011 edition.The curriculum philosophy has been transformed from developing students’ scientific literacy to developing core literacy,with more emphasis on scientific inquiry and more advocacy of a theme-based curriculum structure.Therefore,in daily teaching,we should base ourselves on education rather than disciplines,use a variety of teaching methods,and give full play to the educational function of evaluation to promote the development of students’ core literacy.PBL teaching mode(full name is Problem-based Learning or Project-based Learning,i.e.problem or Project-oriented teaching mode)can effectively achieve the above-mentioned goals,and has a significant effect on cultivating students’ thinking ability and cooperative problem solving ability.Through a large number of literature research,the author found that PBL teaching mode is widely used in various fields,but at present,the application of this mode in junior high school physics teaching is relatively small [Research on the application of PBL teaching mode in junior high school physics teaching].This study may provide new ideas for improving junior high school physics teaching effect.In this study,scientific research methods such as literature,interviews,questionnaire and scales are used,and several PBL teaching practices have been carried out in the first semester of junior high school for the three classes taught,and the PBL teaching mode suitable for Grade Three students has been continuously explored and improved in each practice.Through this study,we can know the PBL teaching method in the third grade physics classroom applicable scenarios and use methods,estimate the implementation effect in advance,and provide reference value for other teachers who want to carry out similar PBL projects.The main work of this study is as follows:Firstly,summarize students’ difficulties in learning junior high school physics by interviewing students,summarizing teaching experience,analyzing and organizing students’ homework,etc.Second,consult the materials,combined with the current actual situation,preliminary proposed the PBL model suitable for junior high school physics teaching,collect and sort out the use skills of PBL teaching model,and collect students’ feedback in the process of PBL teaching,and summarize the advantages and disadvantages of PBL teaching model and suggestions for use.Thirdly,the difficult problems of junior secondary school physics are screened and collated,and the important and difficult problems suitable for tackling using the PBL teaching mode are selected.For these problems,PBL projects are designed and implemented in daily lessons mainly with the aim of improving students’ learning of physics.Fourthly,select interesting and physics-related problems to design a PBL projects,which are mainly implemented in elective courses,weekends and other extracurricular time for the purpose of improving students’ comprehensive ability.Fifthly,the three classes were divided into a control group and two experimental groups,and the controlled experiment lasted about three months.In the physics lesson,the control group adopted more traditional teaching methods than before,and the experimental group implemented more PBL teaching than before.The effectiveness and necessity of PBL teaching was evaluated in various ways during the educational practice by means of classroom scale feedback,pre-and post-implementation MSLQ scale analysis and performance analysis.The main results of this study are as follows:Firstly,a summary of PBL problem design for Grade Three physics to provide inspiration for teachers who want to apply the PBL model to physics classrooms.Secondly,the Grade Three physics PBL teaching mode is divided into four processes: content selection,asking questions,group cooperation and class display,which provides method guidance for teachers who want to apply PBL mode to physics classroom.Thirdly,design,practice and record six PBL cases based on physics curriculum adaptation: measuring resistance by special method,measuring electric power of small bulb,Joule’s law,heat engine efficiency,making electric lamp shine,designing and manufacturing hand-operated generator,which intuitively shows the implementation methods and skills of PBL teaching method in junior high school physics class.Fourthly,an extra-curricular PBL case that is highly relevant to physics and can enhance students’ abilities in various aspects such as aesthetic ability,independent inquiry,and cooperation was designed,practiced,and recorded: how to make a light-sensitive harp.This case shows that the PBL teaching method can make up for the limitations of classroom teaching.Fifthly,the MSLQ scales of the experimental group and the control group before and after the educational practice were collected,among which,through the before-and-after comparative analysis,it was found that the learning motivation,especially the intrinsic value,of the control group decreased slightly,the test anxiety increased obviously,and other indicators did not change significantly;Test anxiety in one experimental group decreased significantly,while other indicators had no obvious change.In the other experimental group,self-efficacy,intrinsic value,self-regulation ability and cognitive strategies all improved to varying degrees,while test anxiety also decreased.Through comparative analysis,we can draw a conclusion that using PBL teaching method in junior high school physics class has a significant effect on improving students’ learning motivation and strategies.Sixthly,the before-and-after analysis of physics scores revealed that the experimental group performed better in experimental and objective questions compared to the control group,and the overall scores of the experimental group were slightly higher than those of the control group.The final data derived from this study indicates that the PBL teaching model adopted in this study can promote the physics teaching effect of Grade Three,and is worth popularizing and applying in physics education across the country.At the same time,we should also pay attention to the frequency and scene of use.The two characteristics of PBL mode are problems and cooperation,and cooperation in class takes a lot of time,so valuable topics should be carefully selected and then carried out in cooperative inquiry,in order to make the students gain more in each group cooperation again. |
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