Research On The Current Situation And Optimization Strategies Of High School Physics Classroom Environment

The promulgation of the General High School Physics Curriculum Standards(2017 Edition)marks the entry of China’s curriculum reform into the stage of deepening the cultivation of "core literacy".The physics classroom is an important place for students to build their knowledge,develop their core literacy and enhance their essential skills.The classroom environment is an important factor in determining students’ development and influencing the learning activities that take place.Creating a harmonious and positive classroom environment can facilitate the proper conduct of teaching activities,harmonious interaction between teachers and students and the healthy growth of students,and also contribute to the smooth implementation of curriculum reform.Since the concept of classroom environment was first introduced,there has been a great deal of research on it both at home and abroad,but there is still room for further research on the classroom environment of specific subjects.In view of this,this study investigates the current situation of high school physics classroom environment through literature research method,questionnaire survey method and interview method to reveal the positive and negative factors of high school physics classroom environment on physics teaching,so as to provide a basis and reference for creating a good classroom environment,deepening core literacy development and improving the quality of talent training.Through researching a large amount of literature at home and abroad,we divided the high school physics classroom environment into two dimensions: physical environment and psychosocial environment,and refined them into eight factors: physical environment,teacher-student relationship,peer relationship,teacher support,student participation,clear rules,task orientation,and classroom atmosphere.Based on this,the "High School Physics Classroom Environment Scale" was developed with reference to well-known foreign scales and the current situation of high school physics classrooms,and field research was conducted.SPSS 26.0 software and Amos 27.0 software were used to conduct exploratory factor analysis and validation factor analysis on the scale,and the results showed that the scale had high reliability and validity.Based on the good reliability and validity,descriptive statistical analysis,analysis of variance and correlation analysis were conducted on the relevant data through SPSS 26.0 to explore the current state of the high school physics classroom environment.Based on the analysis of student questionnaire data and teacher interviews,it was found that the level of all dimensions of the high school physics classroom environment was moderately high,that high school students were satisfied with the physics classroom environment,and that physics teachers focused on developing students’ core literacy skills,demonstrating that China’s education reform is gradually achieving results.However,the following deficiencies remain in all dimensions of the high school physics classroom environment:(1)in the psychosocial environment dimension,the public opinion of the high school physics classroom environment is conservative,the teacher is still in the "centre" of the classroom teaching,and students’ participation in the classroom is low;(2)in the physical environment dimension,students are less satisfied with the physics experiments and equipment;(3)there are gender and cognitive differences in students’ perceptions of the high school physics classroom environment across gender,grade and class levels;(4)there are differences in students’ perceptions of the high school physics classroom environment across school levels.This paper focuses on four areas of optimisation based on the shortcomings of the high school physics classroom environment as reflected in the survey:(1)teachers creating an autonomy-supportive classroom environment and conducting inquiry-based teaching to create a harmonious and open physics classroom atmosphere;(2)implementing personalised teaching to address gender and cognitive differences in students’ physics learning;(3)using problem chain teaching methods and low-cost physics experiments to improve students’ classroom participation;and(4)increasing investment in the physical environment of the high school physics classroom.Build on this foundation to improve and optimise the overall high school physics classroom environment.Corresponding teaching cases were designed based on the proposed optimization strategies to provide a pedagogical reference for physics teachers to improve the classroom environment.