Practical Research On Situational Creation In High School Physics Teaching

In the context of the new curriculum reform,the emphasis is placed on the educational concept of "literacy oriented",and the educational approach tends to be situational and problem-oriented,committed to promoting students to achieve core literacy goals in solving real physics situations.At present,the new curriculum standards also reflect the importance of situational creation in physics teaching design and assessment methods.However,the actual classroom teaching is still dominated by dull and tedious "indoctrination" teaching.After studying literature,it has been found that there are two main problems in existing research on situational creation: firstly,emphasizing theory over practice;Secondly,there is insufficient emphasis on the process of situational creation.Therefore,further practical research on situational creation in high school physics teaching is of great significance.This article first uses questionnaire survey and interview methods to investigate some students and teachers of X Middle School in Nanchang City,and analyzes the four major current situations of physics situational creation: students’ passive learning and insufficient ability to de contextualize;Insufficient theoretical understanding and lack of initiative;The teaching effect is not significant,and the application ability needs to be improved;The approach to situational materials is narrow,and the organization and implementation are random and arbitrary.In response to the above issues,five strategies for creating scenarios were proposed,namely creating physics history and interesting story situations,multimedia situations,experimental situations,problem situations,and life situations.In order to better apply them in teaching,the situational creation and application process of pre class preparation-situational creation,in class teaching-situational application,and post class reflection-resource library establishment was constructed.Subsequently,teaching was designed based on strategies and processes,and two classes were selected for comparative teaching experiments to test the effectiveness of situational creation strategies in practice.SPSS 22 software was utilised after instructional experiments to statistically and qualitatively analyse students’ mid-term and final academic competency test scores,quantitative scores of physical interests and attitudes,and interview outcomes.The results showed that: 1)the mid-term scores of the experimental group were higher than those of the control group,but there was no significant difference(P>0.05);2)There was a significant difference in the final grades between the experimental group and the control group(P<0.05);3)The experimental group showed a significant improvement in their interest and attitude towards physics learning compared to the control group(P<0.05);4)Interviews with some experimental class students showed a positive attitude towards situational creation in teaching.Therefore,it can be concluded that: 1)the situational creation strategy proposed in this article is effective and can promote the development of students’ intellectual and non intellectual factors;2)The teaching effect of situational creation can only be more significant when gradually accumulated,but cannot be immediately effective.This article further enriches the theoretical and practical research on situational creation,and can provide practical references for the implementation of the new curriculum reform and teachers’ teaching.