Highschoolphysicalimplementationofthepracticeandexplorationofresearchandlearningactivit

1、High school physical impleme ntati on of thepractice and explorati on of research andlear ning activitiesAbstract:Physics is an importantcourse in highschool, it can effectively develop students innovativespirit and practical ability, and at the same time, it is also a headache for many stude nts a

2、curriculum abstract things difficult to un dersta nd for stude nts to explore lear ning not only to develop students innovation and practical ability, but also a high school physics curriculum reform. a brief overviewof high schoolphysical implementation toexplorethepractice of the lear ning activit

3、iesandexplorati on.Keywords: high school physics inquiry lear ning practice and explorationThe importaneeof a highschool physics inquirylear ning(One can developstudents observationand analysisObserve newthings is the n ature of young people in physics teach ing, teachers, study textbooks, selecti o

4、n of teach ing content to students in inquiry-basedlearning, and be able to trainithe stude ntshan ds-on, observe, to think in depe nden tly,analyze problems and ability to give them to observe, importa ntway of th inking,performa neeand cha nces ofsuccess, but also teachers successful teach ing.(B

5、mobilize theen thusiasmof stude ntsEducationshould be oriented to modernizationis toachieve quality educatio n from thetraditi onalexam in ati on-orie nted educati on to the moder n tran siti on, to meet the n eeds of social developme nt for high school stude nts, with the rich cog nitive structure,

6、 the percepti on is also the further development of the new things more can stimulate their curiosity and in quiry lear ning to respect the stude nt body and the spirit of in itiative, focus on the developmentof intellectual potential, can fullymobilize the en thusiasm of the stude nts to participat

7、e, let them try to be happy, i nterested in access to kno wledge.(C can improve the students to explore the unknown quality ofPeople s quality level and capacityof size, mainly by the attitude to explore the unknown worlddecisi ons.In other words, people explore thepsychological situati on isfun dam

8、e ntalto thedevelopment of inquiry ability in high school physics teach ing, ofte n carry out inqu iry-based lear ning, not only in taste and practicality to meet the psychological requireme nts for high school stude nts, but also to break the limitations of the classroom, textbooks, so that student

9、s from the research activities of teaching one culture, creativity and practical aware ness to improve the stude nts to explore the unknown quality.Second, how to better inquiry learning(Agreat importa nee to the recon structi on of the in tellectual content, graspingthe subject of inquiry, the key

10、tograsp ing the problemEffective stude nt inquiry bega n,there is no problem did not explore, you can explore the problem is the starting point for students to engage in inquiry lear ning. Explore the problem from where? Of course teaching materials in the existinghigh schoolphysics textbooks, teach

11、 ing content in accorda nee with a certain arrangementof the law presents to thestudentsfor the same teaching content, different materials may have differentpresentation.Therefore, in teaching theteachers to the teaching materials based on the actual situation and the cognitive level of the class st

12、udents a reas on ablerecon structi on.prese ntsa logicalin quiry,prompti ng thestude ntstocon ducteffectivein vestigati ons.Galileo free fall, “ a less on, the textbook is ” the powerof logic - conjecture and hypothesis -experime nts- Galileo s way of th inking,“ This processprese nts the teach ing

13、content, so show ing The purpose is to better allow stude nts to comprehe nd the physical ideas and the scie ntific method in teach in g, I am content to this segment of the“experiments ” as the entering pointrecon structi onof the teach ingcontent to stude ntsshow ing the followi ng explore the iss

14、ue:Questi on1: a dem on strati onexperime ntforstude nts:a small ball from a higher area offree-fallwhen the studentsto observethe experimentquestions:experimental technique wasnot good, there is no way to directly measure the small ball of the in sta ntan eous speed? should be how to study the law

15、of moti on of the ball?Question2: Is there any way to allow a smallmoveme nt of the ball slow dow n? Free fall slow dow n the velocity of the ball is not it? Can slow dow n the moveme nt of reas oning to the free fall?(Atte nti onto the guida nee of teachers andextracurricularexte nsionof effectivel

16、y enhance thein teracti onof in side and outside classStude nts inquiry learning,teachers can let go regardless of it? Ofcourse not, the teacher is always the orga ni zer and guide student learning in inquiry learning, the teacher is the stude nt s “ men tor ” teachers should fully mobilize the enth

17、usiasm of students learning, the classroom and appropriate guida nee to the stude nts inquiry lear ning,guidanee,however, have a degree,whenpresentedlearning materials to stude nts and to explore the problem,can not explore methods of teachingstudents specific,but whe n they appear difficult to give

18、 some guida nee andhelp tomakestudents in quiryactivitiesimoreoperati on al.In additi on, thestude ntslear ned intheclassrooma certain amountof physicalkno wledge,tomaster a certa in amount of scie ntific inqu iry, the teachersshould be good at guidingstudentsknowledgeand methods for a modest exte n

19、sion of extra-curricular, so asto make their inquiry learning more expandability. Can allow stude nts to use physics kno wledge to solve simple problems of life and to enable studentsto grasp thescie ntific method for a deeper scie ntific inquiry.Such as the accelerati on of gravity, “ an after-scho

20、ollearning, I organize the students to such anextra-curricular activities:stude ntsbased on thekno wledge of the physical measureme nt program of the local accelerati on of gravity, as a team desig ned several, and carry out the corresp onding measureme nt activities. the first group of stude nts we

21、re measured using G = mg of this formula. this method is relatively simple, but difficultto accurately measurethe size of the force,makingthe results of error is relativelylarge. secondgroup of stude nts went to five of the classroom build ing floor, first measure the height of the floor, the n meas

22、ure the time the whereabouts of objects, and fin ally the use of the free fall formula h = gt2 / 2 obta ined g = 2h/t2 third group of stude nts with drip method for the determ in ati on of the g value them in a tap the follow ing in stalled a fixedbaffle in side the faucet water drop by drop con ti

23、nu ouslydripped onto the bezel. They then measured the faucet mouthaway from the baffle, and then the stopwatchtim ing, so that the con ti nu ous water drops of 100 drops , the last measured drop of water to the whereabouts of the time such a measureme nt method for stude nts with some inno vative,

24、the measureme nt results more accurate.(Of great importaneeto experimentaldesignand operation of the process of training the students han ds-on ability to improve the usef uln ess of kno wledgeExplicitly explore the subject of study, the cultivatio n of practical han ds-on ability is extremely n ece

25、ssary, before proceed ing, however, ofte n they have allkind of problemis the need for serious consideration,com mon problems: duri ngthe experime ntwill behave to use the in strume nt? How can the experimentalconditionsto have better protection? measurementsrelated to the instrument?should pay atte

26、ntionto what11the variables? recordissues? how to better control data The forms should be how to desig n.For example, the collisionlaw in the fields ofteach ingobject less on of the experime nt, theexperime ntalintent to explore the two objects thecollisi on process of the law of con servati on of m

27、ome ntum con stra ints in the process of mutual collisi on? Before the experiment,we will be required apparatus (experimentready facilities, such as: air track, sen sors, computers, etc., experime nt,two slider after the collisio n, leads toproblems for stude nts to experime nt and discussi on, the

28、in sta ntan eousrate of the slider and its qualityDeterm in ati on of experime nts should also allow stude nts to summarize and induction which in this experiment, stude nts were grouped experime nt, using differe nt media of the two sliders, a differentconclusion,see Table 1 :Share free paperShould

29、be no tedthat in the teach ing process,inquiry-basedlearning(A student so that exploratoryactivity is not fully liberalized their bli nd attempt, teachers should give full atte ntio n to the stude nts successful completi on of explorati on activities n eed to have the basis, it shall provide them wi

30、th n ecessary help and guida nee.(Two receiv ing lear ning concern is to lear n theresults of using this approach to learning,teachers areconcerned about how to make the stude nts get as much knowledge in the shortest possible time. Inquiry-based learningare concerned with process, in using thisappr

31、oachto lear ning, teachers are concernedaboutstude nt access to kno wledge through what cha nn els, they got what kind of experie nee in the process of kno wledge as to whether to complete the class the task of teach ing and teach ing objectives is not importa nt, no inquiry after the problem in a c

32、lass can continue to explore in the n ext class or extracurricular.(Three inqu iry-based lear ning is a developme ntofteach ing,differe ntstude ntshavediffere ntrequireme nts, it is n ecessary to en courage the coming to the fore, but also support backward. Teachers should pay more attentionto vulnerable groups, helping them tosuccessfully complete the lear ning task, shared with other stude nts lear ning outcomes, rather tha n allowi ng them to act as a foil and spectators .In fact, the good scores is not necessa