In study and work, everyone will inevitably come into contact with papers. Thesis is a comprehensive style, through which we can directly see a person's comprehensive ability and professional foundation. You always have no way to write a paper? The following is my carefully arranged paper on the classroom teaching mode of physics experiment under the OBE concept, which is for reference only and I hope it will help you.
Abstract: The concept of OBE was first put forward by American educator Spady in 198 1, and then it caused a great sensation all over the world and was widely used in education and teaching. According to the OBE education concept, the middle school physics experiment course is adjusted, and the "three-stage" teaching mode of pre-class, experimental operation and after-class practice is adopted, emphasizing goal orientation, ability training and multiple evaluation. It plays an important role in improving the quality of physics experiment teaching and cultivating students' practical ability.
Keywords: OBE；; Ideas; Physical experiment; Classroom teaching;
"Three-stage" teaching mode extends the classroom to before and after class, which is beneficial to the effective interaction between teachers and students in the classroom, and has obvious effects on optimizing the classroom teaching mode, improving classroom interaction and improving teaching effect. Physics experiment course in middle school is an important course to help students understand physics concepts, cultivate inquiry ability and form scientific thinking. Through research, it is found that in the current basic education, the experimental course has not really played a role. First of all, ideological attention is not enough, and one-sided attention is paid to the level of test scores; Secondly, in the experimental class, students' practical ability is poor and their sense of participation is not strong; Finally, students' learning situation has not been effectively verified, and it is impossible to understand the real situation of students.
First of all, think about the teaching mode under the OBE concept.
(1) Combining the concept of OBE with learning objectives, and looking for ways and means to realize the integration of knowledge and practice.
The goal is not only the starting point of students' learning, but also the end point of learning. The OBE concept emphasizes that students should have clear goals at the beginning and clear the expected learning connotation. Teachers should follow the principles of reverse design and positive implementation when making learning goals, focusing on the final results that students can achieve after completing physics experiments. Using appropriate means and methods, actively guide students to carry out experimental inquiry, help students complete physical experiments on the basis of understanding physical concepts, and achieve the unity of knowledge and practice.
(B) inspire students to explore the experimental process, pay attention to the leading role of teachers.
The process of physics experiment is also a process in which students constantly discover, analyze, explore and solve problems. As the leader of students' learning, teachers should play an active role and use situational teaching to stimulate students' desire to explore.
(3) Use various forms to guide students to discover experimental rules.
In order to help students discover the experimental rules, teachers should actively guide them in various ways. First of all, we can set up thinking questions, let students do experiments with questions, take questions as the guide, and find the connection between experiments and topic requirements; Secondly, we can also adopt the form of classroom discussion, and gradually form rules about experiments through mutual exchanges and communication between students, so as to fully mobilize students' classroom enthusiasm; Finally, students can become the masters of the classroom, explain the experiment, put forward their own opinions and questions, and interact in the classroom.
(4) Teachers should summarize and comment.
At the end of the class, teachers should do a good job of summarizing and commenting, summing up the experimental conclusions, answering students' questions, and at the same time, combining students' performance in the experiment, using diversified evaluation methods to comment on students.
(E) After-class reflection of teachers and students
Teachers and students should reflect on whether the goal has been achieved after class. Teachers correspond students' learning situation with their learning objectives, reflect on the problems and shortcomings in classroom teaching, analyze the reasons and correct them in time in the next step of teaching. Students should have a clear understanding of themselves, find out the gaps and make up for the deficiencies according to their own learning goals and their own mastery.
Second, the teaching design of "exploring the relationship between elasticity and deformation of elastic springs" under the OBE concept
(A clear learning objectives
OBE emphasizes output and conducts reverse design teaching with students' final academic performance as the guide. Therefore, learning objectives are particularly important in the whole teaching process. When "exploring the relationship between spring elasticity and deformation", teachers should guide students to sort out experimental data by list method, image method and function method, and can find out the stiffness coefficient of spring according to the relationship between F, X and F, L, so as to explore the relationship between spring elasticity and deformation.
(B) in the experimental operation to complete the learning objectives.
Experimental operation is the process of students' exploration of learning objectives, and it is also the process of promoting the integration of knowledge and practice. Teachers should actively play a guiding role, stimulate students' ability to find, analyze and solve problems in experiments, and carry out classroom teaching according to the teaching mode of preview before class, experimental operation and after-class practice.
1, preview before class.
In the preparation before class, students should actively carry out self-study according to the requirements of learning objectives, find out the factors affecting the relationship between spring elasticity and deformation with the help of online classroom, and have a general understanding of learning objectives.
2. Experimental operation.
OBE concept pays attention to the cultivation of students' ability, emphasizes students' dominant position in the classroom, and requires teachers to give students the initiative in the experimental classroom and give them full initiative in the classroom. According to the OBE concept, teachers can divide the experimental operation into five links: questioning, experiment, discussion, summary and comment. Question session. Before the experiment, combined with the students' preview before class, the teacher asked, "Is there a positive correlation between spring force and deformation?" By introducing questions, students can experiment with questions and puzzles to stimulate their curiosity. At the same time, remind students not to hang too heavy weights to avoid the spring being stretched beyond the limit. Experimental inquiry link.
Firstly, install an experimental device, measure the size of the spring in the vertical state with a scale, and record the scale value; Then, hang a heavy object at the lower end of the spring, and when it is still, write down the total length of the spring and the gravity of the hook code; Finally, increase the number of hook codes and repeat the above experiment. Members of the group should record the experimental data, establish a rectangular coordinate system, and form a functional relationship diagram of F and X.
In the group discussion session, after completing the experimental exploration, each group reports the experimental results and forms the basic conclusion about the relationship between spring elasticity and deformation. In group communication, the class is completely handed over to students, allowing students to show their experimental results, which embodies the student-centered concept. In communication, students should dare to question, put forward different views on the problem, and fully mobilize the classroom atmosphere. Summary link. Teachers should do a good summary of the class with students, guide students to deduce the relationship between F, X and F, L by using the measured data in the list, and draw the stiffness coefficient k = Δ f/Δ x, and answer students' questions and puzzles. View the link. Finally, the teacher should make a good comment.
First of all, each group made self-comments, summed up their own problems and shortcomings in the experimental process, and found out the gap and exposed problems between their own group and other groups according to previous group discussions. Then, teachers should comment on the completion of each group's goals, point out the advantages and disadvantages of each group in combination with the experimental process, and give students three grades of evaluation: excellent, skilled and unskilled.
3. Practice after class.
Teachers should assign homework after class to help students consolidate their learning achievements and check their understanding of knowledge. According to the learning objectives, design questions to let students have a deeper understanding of the experimental rules.
(3) Teachers and students reflect on learning objectives. Teachers should reflect in time after class. According to the learning objectives, combined with students' classroom performance and the completion of after-class exercises, the classroom teaching methods are self-evaluated, and the existing problems and shortcomings are found out. Whether the questions asked before class are too difficult to restrict students' enthusiasm for inquiry; Or the summary is not comprehensive enough, and students are confused about the relationship between stiffness coefficient K and F and X; It's still a comment link, the evaluation of students is unreasonable, and the main position of students is ignored. Through summary and reflection, find out the problems, find out the reasons, analyze and give feedback, and promote the next teaching work of teachers. Students: Summarize their learning situation through classroom operation and after-class exercises.
Have you mastered the relationship between spring elasticity and deformation? Whether the after-class exercises can be successfully completed through the functional relationship of k=F/x; In the experimental class, whether your own operation process is reasonable, whether the data record is correct, and whether you pay attention to the limit of the spring during the experiment. Analyze the reasons for the above phenomenon: I didn't listen carefully or the teacher didn't explain clearly, or there were omissions in the experiment. In the future study, we will use reflection to sum up, apply what we have learned, learn from each other and promote our all-round development.
Third, summary.
Combining OBE concept with physics experiment class, exploring a new teaching mode of physics experiment class greatly enhances students' participation in class, stimulates students' desire for learning and exploration, not only improves the quality of physics experiment class, but also ensures students to gain something.
Four. refer to
[1] Lv Geli, Liu Weiguo, Cai Xuhui, Luo Fang, He Xiaoxian. Teaching design and practice based on OBE concept under the background of "internet plus" —— Taking the course of Computer Programming Fundamentals (C++) as an example [J]. Industry and Information Education, 2020( 1 1).
[2], Wang,,. Design and discussion on "three-stage" teaching mode of circuit experiment [J]. China Electric Power Education, 20 19( 12).
Huang Gang, Hu, Liu Yuan, Cao Haiquan. Exploration and reform of "three-stage" teaching mode for electronic technology practice [J]. Experimental Science and Technology, 20 18(3).
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