Leading teachers: Hello everyone! Thank you very much for giving me this opportunity to exchange experiences. Actually, I don't have any experience. I'm just discussing my own teaching practice and experience with my colleagues. Since 200 1 our school undertook project research, research-based learning has been paid more and more attention and included in the teaching plan of new textbook reform in our school. What is inquiry learning? To carry out research-based learning in junior high school physics teaching is to create a situation or approach similar to scientific research in the teaching process, with students' autonomous learning and cooperative discussion as the premise, current textbooks as the basic research content, and the world and life reality around students as the reference object, so that students can actively explore, discover and experience, learn to collect, analyze and judge information, and have sufficient opportunities to freely express, question, explore and discuss problems. Through individual, group, collective and other attempts to solve problems, students can apply what they have learned to solve practical problems, thus enhancing their thinking and creativity. Then, how to carry out research-based learning in junior high school physics teaching? Next, combined with junior high school physics teaching practice, I will focus on practice and thinking from four aspects: topic presentation, topic selection, topic implementation and teacher guidance. First, the topic is proposed. Because of the openness of research-based learning, we often look for topics first. In short, we ask questions. In my opinion, it comes from the following aspects: 1. Physics textbook Internal Medicine is a basic subject based on experiments. In the physics textbook for the second grade of nine-year compulsory education People's Education Edition, the definition of physics is to study the phenomena of force, sound, heat, light and electricity, find out their causes, and study how to use them to serve mankind. In textbooks, many experiments or problems are the subjects of research-based learning. The following are some research-oriented topics that appear in the physics textbooks of senior two: Category topic: How to measure the diameter of coins with scales and triangles in experiments? How to measure height with a self-made tape measure? It is required to compare the height after getting up with the height before going to bed. Practice how to measure the diameter of table tennis with a scale. A little experiment to measure your walking speed? A small experiment of vacuum without sound transmission with flask and bell? Do a small experiment of pinhole camera and periscope? Do a small experiment of diffuse reflection and specular reflection with flashlight and flat mirror white paper? Do a small experiment of grinding ice lenses with parallel light sources? A little experiment to study the color of objects? Do a small experiment with scales and measuring cylinders? Do a small experiment of rubber band dynamometer? A small experiment of holding rice with chopsticks. Find a small experiment with clever center of gravity. How much pressure does an individual have on the ground? An experiment to observe the change of atmospheric pressure with height. Experiment of making submarine model and densimeter. An experiment to compare bicycle structures. List nearly 20 experiments in physics textbooks of senior two, all of which are put forward by textbooks for students to carry out research-based learning. 2, the intersection of physics and social life After learning noise, students know the four major public hazards of human beings: water pollution, noise, air pollution and solid waste pollution. Only when everyone abides by social morality and protects the environment will our home be blue and clear. At this time, the teacher can arrange for the students to: ① study the pollution situation of the rivers in their hometown; ② What's the noise in school? ③ What bad habits do we usually have that pollute the environment? (4) Is the rural garbage disposal method scientific? 3. The intersection of physics and other disciplines Because physics is one of the basic disciplines of natural science, there are many topics that can be studied in the intersection of physics and other disciplines. This also coincides with the current interdisciplinary synthesis. For example, junior high school students can make proper use of the advantages of internet resources, and teachers will assign topics, such as the development of transportation, aerospace technology, aerospace technology and our life in the 2 1 century. Let them look for information and study on their own, so as to write small papers on these aspects and their own thoughts on the future. 4. The intersection of physics and life Physics is a highly practical subject, and research-based learning should be the link between physics and daily life. If you blow soap bubbles, careful people will observe: why is soap spherical, why does it always rise first and then fall after blowing, and why is it sometimes colorless or even dull? Therefore, after learning "reflection and refraction of light", students can take soap bubbles as the topic and feel the close relationship between physics and life. For another example, after learning the three-state changes between substances, students can explain the causes of dew, frost and fog, and whether the "white gas" exhaled by people in winter is water vapor. In my opinion, junior high school students should follow the following principles when choosing research topics: 1. A very important feature of research-based learning based on the principle of subjectivity is that students have the right to choose their own topics, determine their own action plans, operate independently and choose their own partners, which is convenient for students to play their main role. Therefore, the same activity theme should allow several different levels of topics, and the determined research topics should be able to take care of different students. 2. Developmental Principles The purpose of research-based learning is to enable learners to coordinate the development of intellectual factors and non-intellectual factors on the basis of mastering knowledge and skills. Therefore, various research forms can be adopted to make them understand scientific methods, enrich emotional experience and cultivate various abilities. Therefore, the determined research topic should contain more educational factors, which can better enable students to develop in all aspects. 3. Practical principles Research-based learning should generally reflect the relationship between physics and technology and society, guide students to get in touch with society, understand society and pay attention to social problems, and gain direct experience about social and scientific and technological progress, so that students can truly understand the role of physical knowledge in human beings, promote social progress and truly appreciate the power of knowledge while using their hands, brains and experience. 4. Feasibility principle When choosing research topics, we should fully consider each student's original knowledge level, interest specialty, existing teaching resources in schools and communities, and the guidance level of teachers and guidance experts, so as to truly implement research-based learning. Thirdly, the problem solving in project implementation is finally realized through the process of asking questions, putting forward assumptions, designing and implementing research schemes, collecting factual evidence, analyzing, demonstrating and evaluating. In this process, we need to use a variety of thinking methods such as comparison, classification, induction, deduction and logical reasoning. Sometimes, according to the evaluation results, the research process needs to modify guesses and assumptions, re-plan and design experiments, and collect evidence. For example, how to implement inquiry learning is discussed through the teaching of what factors are related to the magnitude of sliding friction: Question: 1, is the magnitude of sliding friction related to pressure? 2. Is the sliding friction related to the roughness of the contact surface? 3. Is the sliding friction related to the size of the contact surface? Students discuss with each other and put forward the following opinions: 1. The magnitude of sliding friction is related to pressure, and the greater the pressure, the greater the sliding friction. 2. The magnitude of sliding friction is related to pressure. The greater the pressure, the smaller the sliding friction. 3. Sliding friction has nothing to do with pressure. 4. Sliding friction is related to the roughness of the contact surface. The rougher the contact surface, the greater the sliding friction. 5. Sliding friction is related to the roughness of the contact surface. The rougher the contact surface, the smaller the sliding friction. 6. Sliding friction has nothing to do with the roughness of contact surface. 7. Sliding friction has nothing to do with the size of the contact surface. 8. Sliding friction is related to the size of the contact surface. The larger the contact area, the greater the friction. Levies sliding friction is related to the size of the contact surface, and the larger the contact area, the smaller the friction force. Make a plan: students discuss in groups and finally reach a basic agreement on the experimental plan: 1, experimental method; The control variable method is adopted: ① keep the pressure constant and study the relationship between sliding friction and contact surface roughness; ② Keep the roughness of contact surface unchanged, and study the relationship between sliding friction and pressure; ③ Keep the contact surface pressure and roughness constant, and study the relationship between sliding friction and contact area. 2. experimental scheme ① experimental equipment: spring scale, cuboid block, board, weight and towel ② experimental steps: a.a. put the board flat on a horizontal plane and put the block on the board; B. Tie the spring scale to the wood block, drag the wood block to do uniform linear motion, and record the instructions of the spring scale; C. put the weight on the block in a; Repeat step b; E. analyze the experimental data and find out the hidden relationship. B, a, laying the board flat on a horizontal plane, and placing the wood blocks on the board; B. Tie the spring scale to the wood block, drag the wood block to do uniform linear motion, and record the instructions of the spring scale; C. put a towel on the block in a; Repeat step b; E. analyze the experimental data and find out the hidden relationship. C, a, laying the wooden board flat on a horizontal plane, and contacting the largest surface of the wooden block with the wooden board; B. Tie the spring scale to the wood block, drag the wood block to do uniform linear motion, and record the instructions of the spring scale; Touch the larger surface of the block with a board, and then do the same experiment. D, contacting the smallest surface of the wood block with the board, and then carrying out the same experiment; E. analyze the experimental data and find out the hidden relationship. Experiment: According to the above experimental scheme, students design experimental record forms, conduct experiments and record experimental data and phenomena. Information analysis and processing: According to the experimental data, the experimental groups conducted analysis and discussion, and concluded that the magnitude of friction has nothing to do with the size of contact area. Analyze and demonstrate the research process of each group on this topic and reflect: Is there anything unreasonable in the experimental design, such as the different smoothness of different surfaces of wood blocks, which leads to the incomparable experimental data? Are there any mistakes or mistakes in the operation, such as: does the wood block really move at a uniform speed? Whether the measurement results are credible. If the above situation has been considered, the experimental results are credible. Exchange and cooperation: finally, each group wrote the experimental process and results into an experimental report for discussion and exchange. Fourth, teacher guidance In the whole process of inquiry learning, teachers always play a leading role. When students encounter problems far from their own abilities, teachers should give timely guidance. In research-based learning, we advocate students to learn topics that are slightly higher than classroom knowledge, so as to develop their intelligence and ability. Let students taste the joy of success. In short, when implementing research-based learning in junior high school physics teaching, we should give full play to students' subjective initiative and let them increase their knowledge and skills through exploration. At the same time, teachers should also strengthen guidance so that students can learn independently within a certain range. In classroom teaching, I have benefited a lot from adopting the method of "inquiry learning". In recent years, the average score of physics in the senior high school entrance examination has been in the forefront of the city. And there are five people who have entered the top ten in physics in the city. In the national junior high school physics competition, many people won the first prize in the province and one person won the second prize in the country. All these fully show that "inquiry learning" plays a significant role in improving learning ability and improving teaching quality in an all-round way. Thank you!