A Practical Study On Digital Technology-assisted Project-based Teaching In High School Physics

The rapid development of society has increased the demands of the times on human resources,and the traditional lecture-based teaching mode has failed to fully meet the needs of the times for human resources.The project-based model of teaching and learning is a trendsetter for the development of talent and helps students to develop holistically.At the same time,information technology has brought changes to all aspects of our lives,and in education,more and more teachers are using digital technology in the classroom.The use of digital technologies such as sensors in teaching can help project-based teaching break through the limitations of traditional experiments and provide a new development trend for project-based teaching.As a result,project-based learning in a digital environment using sensors as a tool is gradually coming into the research focus of many scholars.This study explores the feasibility of using digital technology to innovate a project-based teaching model for high school physics.Based on the results of the interview survey and questionnaire,the applicability and necessity of adopting digital technology to assist project-based teaching in high school physics are clarified,and the principles that should be followed in adopting digital technology to assist project-based teaching are summarised in the light of the characteristics of the physics subject.Then,the authors designed the process of using digital technology to assist project-based teaching,and carried out teaching practice using questionnaires to test the effectiveness of the teaching practice,taking the selected topic of the "Project Research" section in the high school physics textbook of People’s education press as an example.This study uses literature research,interviews,questionnaires and case studies to conduct theoretical,survey and practical research on the use of digital technology to assist project-based teaching.First,through theoretical research,the feasibility and value of using digital technology to innovate the project-based teaching model was found.Combining the characteristics of project-based teaching with digital technology,the four principles that should be followed in adopting digital technology-assisted project-based teaching are summarised,including the principle of increasing the process of digital experimental investigation,the principle of adhering to the main position of students,the principle of complementary strengths and the principle of solving practical problems.Then,on the basis of these principles,we designed the process of using digital technology to teach the projects of "studying the motion of spring oscillator" and "studying the relationship between the magnitude of air resistance and the speed of a spherical object",which provided a theoretical basis for the practical research,combined with the "Project Research" section in the high school physics textbook of People’s education press.Second,through interviews with five high school physics teachers of varying teaching experience and a questionnaire survey of 310 freshmen and sophomore students,the authors found that high school teachers and students had positive attitudes toward digital technology and project-based teaching applied to the physics classroom.However,the lack of strong technical support and an environment for student-led inquiry has led to the under-utilisation of digital technology and project-based teaching models in physics teaching.Moreover,teachers have not thought about the role of digital technology in project-based teaching,nor have they tried to combine the two in their teaching activities.This has limited project-based teaching to traditional experiments,which lack the support of modern information technology and are not well suited to the development of core literacy requirements.Finally,in terms of practical research,the project "Investigating the motion of spring oscillators" was carried out with 35 second year students using digital technology.The effectiveness of the case practice is understood by means of a questionnaire survey of the students involved in the teaching.It is clear from the teaching practice that students are receptive to and interested in digital technology-assisted project-based teaching,and that the use of digital technology-assisted project-based teaching improves students’ classroom participation and overall competence.It is hoped that this study will promote the integration of digital technology and project-based teaching,further promote the reform of basic education,and at the same time,provide reference cases for front-line physics teachers to adopt digital technology to assist project-based teaching.