First, grasp the scientific inquiry procedure, and organically combine teaching objectives with scientific inquiry.
The process of scientific inquiry is a creative process, and the core of creativity is creative thinking. Therefore, the essence of inquiry is a thinking process, which simulates the thinking process of scientific workers in scientific research. This kind of thinking procedure is also the procedural step of students' scientific inquiry. This thinking process includes the following elements:
Ask questions → guess hypotheses → make plans and design experiments → conduct experiments and collect evidence → analyze and demonstrate → evaluate → exchange and cooperate.
This thinking process is an important reference model for teachers to carry out inquiry teaching, an important reference step for students to carry out inquiry learning and creative activities, and an important learning goal that students should master.
In addition, in the process of inquiry, in order to complete the various elements of inquiry, some specific methods are needed, such as control variable method, equivalent substitution method, induction method and so on.
However, the choice of scientific inquiry topics and the scope and level of activities should consider the age characteristics of students and pay attention to step by step. The theme should be from small to large, the activities should be from simple to complex, the requirements should be from low to high, and there should be a step-by-step in-depth process. The leading role of teachers should be reflected in the whole inquiry activity. Different stages of inquiry experiment have different goals. For example, the mastery of several elements of scientific inquiry, in the eighth grade physics, arranged different inquiry experiments to achieve the goal one by one. The cultivation of inquiry ability can be step by step. In the middle of the semester, after students explore the melting and solidification of substances, their inquiry ability has been initially possessed. Grade 8 (1), the first few inquiries are simple and qualitative, such as 14 page "Inquiry: How does sound spread from a sounding object to a distance?" Page 2 1 "Exploring: What does loudness matter?" ..... These explorations can be solved in one or two steps. The subsequent explorations became more and more complicated. By the end of Grade 8 (1), the exploration of the relationship between current and voltage in series-parallel circuits has been a very complete and typical exploration activity. At the same time, we should have a general grasp of junior high school inquiry experiments, infiltrate the achievement of three-dimensional goals into all inquiry experiments, and finally make students' inquiry ability achieve a qualitative leap.
Second, master scientific inquiry methods and infiltrate physical methods into experimental teaching.
Inquiry learning is a kind of learning method that allows students to experience the method of exploring truth in the process of inquiry. In the inquiry experiment teaching, it is very necessary to educate students in physics research methods in time. For example, in the teaching of "magnetic field", let me give an example first: the current is invisible and intangible. How do we know it exists? The air is invisible and intangible. How can we perceive its existence? The student replied: As long as you measure with an ammeter or connect a small light bulb, you will know that air exists when there is wind. Then I immediately pointed out that this is a common transformation method in physics, and we should explore the existence of magnetic field in a similar way today. The rotation of a small magnetic needle is used to explain that there is a special magnetic field around the magnet. Then let the students explore. After students explore, we use magnetic induction lines to describe the magnetic field. At this time, let the students recall what method was used to introduce light. The student immediately replied: modeling method. I asked again: Then we introduced magnetic induction lines in this way, so that some methods of physical research were successfully taught to students. Another example is the equivalent circuit, equivalent resistance, component equivalence, resultant force equivalence, and the equivalent method should be infiltrated. Equivalent method is a common scientific thinking method. Therefore, in the inquiry-based experimental teaching, teachers should timely educate students on the above research methods in combination with specific learning contents, so that students can master some methods of physics research while learning knowledge, and transfer these methods to other disciplines to improve students' inquiry ability.
Third, in the actual inquiry experiment, students should be guided to ask scientific questions on their own initiative.
In the actual inquiry experiment, teachers need to create certain situations for students to find problems through observation, perception and experience; Or create a task, in the process of completing the task, ignite the spark of wisdom and produce inquiry questions.
Specific operation steps:
Setting question situations → analyzing and summarizing the inherent laws embodied in situations → guiding students to ask questions.
Example 1 In the exploratory experiment of circuit connection mode, when the circuit is not talked about, students are required to go to the laboratory to conduct experiments in groups from the beginning, with 3-4 people in each group, 3-4 key switches, 3 small bulbs and lamp holders, battery packs and several wires in each group, and students are required to 1 experiment, that is, to light up three light areas, and each group is required to present 65,430 experiments. Students ask questions and write them on the blackboard. Which group asks more questions in the competition?
Example 2 When studying what factors are related to the magnitude of friction, the process of asking questions is as follows:
Set the problem situation 1: several groups of examples with different friction under the same pressure.
Analysis and induction: under the same pressure, the magnitude of friction is different.
Scenario 2: Examples of different frictional forces on the same contact surface.
Guide students to ask questions: how to express this phenomenon.
Example 3 In the teaching process of "What are the factors related to conductor resistance?", teachers can design this way:
Question scenario L: First, put two kinds of bulbs with different specifications "220 V 100W" and "220 V 15 W" on the desk, compare the light and dark conditions when they work normally, and preliminarily think about the reasons for this result?
Question Scenario 2: Ask students to observe and compare the external characteristics of two filaments and guess which factors are related to conductor resistance.
Question Situation 3: How to design an experiment to prove the correctness of your guess? What equipment is needed for the experiment?
Question Scenario 4: Imagine what other factors may be related to the resistance of the conductor? Then further study the relationship between resistance and temperature under the guidance of the teacher.
Four, the exploration experiment plan should be open and operable.
In the process of making the inquiry experiment plan, teachers should not be eager to tell and guide their own or the requirements of the teaching materials, so as to reflect the diversity of human intelligence structure, thus cultivating students' inquiry ability and forming a wide and rich understanding of knowledge, so as to flexibly use and deal with new problems. Let students make a good experimental preparation plan, including equipment and process (table) ... In this process, on the one hand, we should reflect the ideas and methods of scientists in scientific research, and more importantly, let students have a clear purpose and learn with problems. Students can get the recognition of teachers and classmates after putting forward the designed scheme, so as to publicize their personality and be full of confidence. Design experiment is a creative process and an important part of inquiry, which directly affects the result of inquiry. Our approach is to let students design boldly first, and discuss the feasibility of the scheme between groups, which group of designed schemes is good, and actively guide teachers who do have design difficulties.
Example 1 How to turn the heat generated by current passing through a conductor into an object that can be observed and compared? The students' designs amazed the teachers. Some people let the same water in the beaker absorb different heat and raise different temperatures. Some make the air in the flask expand by heating, and make the red water column of the glass tube rise. Some make the filament glow. Some people let the matchstick absorb electric heat to reach the ignition point and burn ... Behind this colorful answer, we see the improvement of students' inquiry ability, and the students' divergent thinking and creative thinking ability are improved again.
Example 2 When it comes to "light reflection", some schemes designed by the group can't see the propagation path of incident light and reflected light, but only see the point where the reflected light exits. At this time, teachers are needed to guide how to show the propagation path of incident light and reflected light.
Example 3 When exploring the law of convex lens imaging, some designs change the distance between the object and the lens, some designs the experimental scheme to change the distance between the object and the image, and some designs keep the distance between the object and the screen constant and move the lens to change the relationship between the object and the image. The exploration of these schemes has made them realize a lot of things beyond knowledge.
Fifth, the exploratory experiment should give students an interactive space for communication and evaluation, and provide students with opportunities for display.
Satisfy students' happiness of experiencing success. The conclusion of the experiment does not mean the completion of scientific inquiry. It is very important to evaluate the results, scientifically explain and reflect on the experiment. Psychology of creation's information catalysis theory holds that if you have an idea, I also have an idea. When we communicate with each other, each of us will have two ideas, which is diffusibility. The result of information diffusion and exchange of ideas is not only the possession of several ideas, but also the combination and transformation of existing ideas to produce new ideas, or the stimulation of new information to stimulate some valuable ideas through association, thus producing creation. Therefore, I think it is necessary to remind colleagues that this link must not be ignored. Evaluation and communication can be self-reflection, group mutual evaluation, intra-group mutual evaluation and teacher-student mutual evaluation.
Example 1 After the experiment of exploring the laws of convex lens was completed, the students who chose to fix the object and the light curtain took many detours in the experiment and encountered different puzzles. During the experiment, some of them couldn't find the image, and finally found the image when I suggested whether the distance between the object and the screen could be increased. For them and other students here, communication and evaluation are very necessary.
Example 2 After completing the exploration of flat mirror imaging experiment, some students said that it is more suitable to use a small flashlight instead of candles because of the smoke pollution in the classroom after candles are lit, the "oil" pollution on the desktop after candles are melted, and the difficulty in fixing candles. What a humanized reflection this is. Isn't it a blessing for the people that this classmate can become a pillar of the country?
Example 3 "Exploring the equilibrium conditions of leverage", after the experiment, please ask the students who are willing to take the stage to tell their own research process, gains and losses. Because the experience varies from person to person, each student's speech is always different: some students tell the results of their own research: the product of power multiplied by arm of force is equal to resistance multiplied by arm of resistance; Some talked about their own experience of experimental failure; Someone even talked about the experience of doing experiments with a spring dynamometer: the direction of the dynamometer must be perpendicular to the lever.
6. Exploratory experiments should try to affirm students' innovative ability and inspire students' confidence in success.
Designing experiments is a kind of creative labor, which is not easy for junior high school students who are just in their infancy. In teaching, teachers should affirm and praise in time so that students can taste the joy of success. Students should be encouraged to start divergent thinking, divergent thinking, and boldly carry out experimental design. Even if the design is right or wrong, simple and complicated, it doesn't matter, because it is the crystallization of students' positive thinking. Teachers should cherish students' efforts. As long as they can achieve the experimental purpose, they should encourage and affirm students' different opinions and plans, stimulate students' thinking, and enhance students' initiative and ability development.
It is not enough to let students learn to design experiments and cultivate their ability to design experiments only by grouping experiments in textbooks. Teachers should try their best to create conditions for students to think more and practice more. One is to turn some demonstration experiments in teaching materials into in-class experiments for students. Under the guidance of teachers, students design and operate experiments in class. The second is to encourage students to explore the phenomena or problems encountered in life, design experimental research programs according to existing knowledge, and actively explore and solve problems. For example, after learning "atmospheric pressure", several students have vague understanding and doubts about "atmospheric pressure", so they designed an experimental scheme of "measuring atmospheric pressure with syringe, hook code and scale". And the actual measurement is carried out. As a result, the doubts were solved smoothly. This not only improves students' comprehensive experimental ability, but also improves students' ability to analyze, solve and innovate. The experimental design makes students' personality and cooperation fully displayed, and students' innovative spirit, innovative consciousness, innovative thinking and other qualities have been substantially and concretely cultivated, and their innovative ability has been continuously improved.
7. Integrating exploration experiments into extracurricular and family activities can promote the transformation from basic knowledge to practical ability.
After students learn some physical laws and principles from books, it is not enough to let students understand these laws and principles more deeply. At the same time, due to the limited classroom time, we strongly encourage students to do exploratory experiments after class and at home, which is an effective supplement to classroom exploratory experiments and an important way to cultivate students' ability. For example, after learning the principle of camera, organize students to participate in extracurricular photography group activities and explore the use of camera, so that students can have a deeper understanding of the principle of camera. After studying the optical properties of convex and concave lenses, students are organized to explore the manufacture of telescopes in the laboratory. After learning the lighting circuit, organize students to explore the installation of simple lighting circuit. After learning that the length of spring elongation is proportional to the external force, students can explore the production of dynamometer, and after learning the balance condition of lever, students can explore the production of steelyard. Students will see the application of physical knowledge and the importance of learning physical knowledge from a large number of explorations in physical experiments, and enhance their confidence in learning physics well.
In a word, strengthening inquiry experiment teaching is not only an important content of inquiry learning, but also an effective way to promote students' autonomous learning. Teachers should provide students with conditions for inquiry learning and create a teaching environment conducive to inquiry. In teaching, we should establish a democratic and equal relationship between teachers and students, create a democratic and harmonious teaching atmosphere, encourage students to express different opinions, encourage students to boldly guess, question and ask difficult questions, dare and be keen to express their opinions, actively participate in the discussion and debate of questions raised in teaching, and conduct extensive exchanges to make the inquiry go smoothly. In addition, teachers should improve their own quality to meet the requirements of research-based learning.
Doing inquiry learning well requires teachers to deeply understand the essence of inquiry learning and master some teaching strategies and skills, such as how to set up problem situations, how to ask questions, how to collect and integrate information and how to solve problems. Therefore, teachers must update their educational concepts in all directions and improve their own quality.