| Teaching physics in junior high school is an important teaching content for the future,and it continues throughout students’ learning careers.In recent years,with the deepening of education reform,the reform of physics education has received more and more attention.Physics teaching requires students to use scientific thinking to solve practical problems through practical activities,so that they can understand physics knowledge intuitively and let physics knowledge form a system in their minds to improve their cognitive level of physics knowledge.And homework is a continuation of classroom teaching,an important and indispensable part of the teaching process,and plays a significant role in the implementation of students’ physics knowledge.In this regard,this practical study combines a series of problems in junior high school physics homework assignment,inspired by the educational concepts of constructivism and multiple intelligences and the project-based teaching of physics and project-based homework design of other disciplines with successful experience in practice,and attempts to integrate project-based learning into junior high school physics homework assignment according to the guidance of the 2022 edition of the Compulsory Education Physics Curriculum Standards and students’ learning conditions.This thesis is based on the curriculum standards,which can cultivate students’ comprehensive quality ability,expand students’ various intelligence,implement the core literacy of junior high school physics,and use project-based as the carrier of junior high school physics homework.This thesis is composed of the following parts:The first part of the thesis focuses on an in-depth study of the concept,theoretical basis and development status of project-based assignments through extensive collection and reading of literature to clarify the purpose and significance of the study,its content and methods.Then,the design principles of project-based assignments in junior high school physics are proposed with reference to the research experience of previous authors.The second part uses teacher interviews and student questionnaires to understand the current status of junior high school physics homework assignments and the problems,teachers’ and students’ attitudes toward project-based homework implementation,and to provide ideas for the design of subsequent project-based homework assignments.The third part is the design and application of project-based homework.Based on the theories of constructivism and pragmatism,we propose a project-based homework assignment process,and design and practice several project-based homework assignment cases by combining the content of the junior high school physics textbook and students’ actual lives.The second is to combine the social news of Chongqing Jinyun Mountain fire,Sichuan electricity restrictions,etc.,to guide students to return to life from the thermal section of the "change of state",standing in the physical The third is the "finished product making" project-"Physics Model Making Competition",which cultivates students’ awareness of water conservation.The fourth is the "Designing a Home Electricity Saving Plan" in the electricity section,which guides students to use what they have learned to explain real life situations,to understand what they have learned again in real situations,and to cultivate their awareness of saving electricity.Through practice,we found that most students recognized project-based assignments,and students could feel that project-based assignments not only allowed them to gain subject knowledge but also to develop their comprehensive ability,which mobilized students’ enthusiasm for learning physics to a certain extent.However,there are still some shortcomings in the process of homework design and practice,such as insufficient scientific homework design,limited inquiry content,less design for interdisciplinary practice,and poor implementation of evaluation methods,which need to continue to be studied and improved. |
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