Research On The Behavior Of Physics Classroom Teaching Based On Project Learning

Project-based learning takes students as the main body and can creates a hands-on learning atmosphere for students.It is an effective way to cultivate students’ comprehensive abilities and promote the improvement of core literacy,and it is also an effective starting point for promoting quality education.At the same time,teaching behavior analysis is one of the hotspots in teaching process research.Making full use of teaching behavior analysis to grasp the teaching process can effectively improve teaching effectiveness.Based on the theoretical research of teaching behavior analysis and projectbased learning,this paper combines teaching behavior analysis with project-based learning physics classroom,build a teaching behavior coding system based on project learning,analyze the characteristics of teaching behavior in physics classroom based on project learning,and provide reference for physics teachers to carry out project-based practice.The paper is mainly carried out from three aspects: literature research,construction of coding system,and analysis of classroom characteristics.Firstly,based on the referenced literature,the research background,research purpose and significance,as well as the research ideas and methods were sorted out,and the concepts of project-based learning and classroom teaching behavior were defined,after a literature review on classroom teaching behavior and project-based learning,the key points of this study are determined.Then,on the basis of the Flanders Interactive Analysis System(FIAS)and the Middle School Physics Flanders Interactive Analysis System(PFIAS),combined with the characteristics of physics and project-based learning,the first version of the coding system was obtained,after discovering problems in combination with trial coding,the first version was revised after consultation with experts,and then the consistency test was carried out to finally determine the teaching behavior coding system based on project learning,and the video was coded according to the coding system.Finally,based on the obtained coded data,classroom behavior characteristics are obtained according to behavior structure analysis,timing analysis and behavior sequence analysis,and the teaching mode of the lesson is judged according to the S-T curve diagram and Rt-Ch diagram,the characteristics of teaching behavior in different links are analyzed from the five links of questioning,knowledge and skill reserve,product design,product assembly and debugging,product display and evaluation.The research finds that:(1)In the physics classroom based on project learning,the teacher’s behavior reflects the guidance and openness,and the student’s behavior reflects the practicality and initiative,highlighting the concept of teacher-led and student-centered.(2)The physics classroom based on project learning is a dialogue teaching mode with obvious interactive features.(3)The physics classroom based on project learning shows obvious link characteristics,and the teaching behavior in different links is significantly different.Based on the above research conclusions,This study suggests that middle school physics teachers can use project-driven teaching to form a complete learning chain,and at the same time delegate power to projects to give full play to students’ subjective initiative.In addition,they should also emphasize integrating knowledge into projects to improve students’ core literacy in physics.