1. Reflections on the current situation of junior high school physics teaching under the background of new curriculum reform

With the in-depth implementation of the new curriculum reform, the majority of physics teachers have gradually clarified the concept of the new curriculum reform. For the new physics curriculum standard, it is proposed to "encourage students to actively participate, be willing to explore and be diligent in hands-on, and cultivate students' ability to collect and process information, acquire new knowledge, analyze and solve problems, communicate and cooperate." The goal has also been agreed. However, how to implement it in physics teaching is a problem that puzzles front-line teachers. Under the long-term influence of "baton of senior high school entrance examination" and "subject-centered theory", the phenomenon of "emphasizing knowledge over ability, emphasizing acceptance over creation, emphasizing intelligence over emotion, emphasizing generality over individuality" is still widespread in physics teaching under the background of new curriculum. The monotonous way of presenting knowledge, boring physics classes and heavy and boring learning tasks have made many students gradually lose their due interest in physics learning. As an enlightenment education, junior high school physics has not done enough in stimulating and cultivating students' interest, making students actively participate and be willing to explore, learning independently and cooperatively, experiencing the happiness of learning physics, and cultivating comprehensive ability. The core of solving these problems is to optimize and reform the existing physics classroom teaching, seek the flexibility and diversification of teaching methods and means, and make junior high school physics teaching return to lively and interesting, closer to life, proactive and colorful.

2. Carrying out the practice and research of junior high school physics education based on "project learning" has not only cultivated students, but also grown teachers, and promoted the development and construction of junior high school physics "project curriculum resources".

"Project learning" teaching method takes "project task" as the carrier, integrates and optimizes various teaching resources, and realizes the three-dimensional teaching goal of physics course through group learning, cooperative learning and other forms, which is conducive to the healthy growth and all-round development of students. "Project learning" is an interdisciplinary and cross-knowledge comprehensive learning, which combines learning methods such as group cooperative learning and independent inquiry learning.

Reasonably introduce and construct the teaching method of "project learning" in junior high school physics teaching, so that students can actively participate and explore in hands-on and brain-based learning activities, driven by their interesting and challenging "project tasks", so that students can acquire knowledge and cultivate skills in activities; Take the process and learn the method; Experience success, exchange and cooperate. It can not only lay a good foundation for students to study physics in depth, but also effectively promote the new curriculum reform and truly realize the goal, purpose and value of the new curriculum reform.

At the same time, teachers' exploration and research on "project learning" teaching method in physics teaching will help to update teaching concepts, improve teaching skills, integrate and develop various curriculum resources, and provide teachers with a new teaching model and platform suitable for the common development of teachers and students. In this sense, the practice and research of constructing "inquiry learning" teaching method in junior high school physics education can not only cultivate students, but also grow teachers and promote junior high school physics "project".

Second, the definition of the subject

1. Project-based learning: refers to the learning in which students make specific "products" or complete specific "tasks" through practical experience and exploration and innovation, select, optimize and integrate learning resources, acquire knowledge, develop skills, cultivate habits, cultivate sentiments and learn to cooperate. Project learning generally includes four links: project introduction, project design, project implementation and project display.

2. Research on the implementation points and optimization strategies of "inquiry learning" in junior high school physics teaching;

It refers to reasonably introducing "inquiry learning" into junior high school physics teaching, carrying out teaching practice, constantly reflecting, summarizing and improving in teaching, developing a series of excellent "projects" suitable for junior high school physics teaching, mastering the basic process and implementation essentials of "inquiry learning" in junior high school physics teaching, skillfully guiding students to actively carry out "inquiry learning", promoting the improvement of students' autonomous learning and cooperative learning abilities.

Third, the content of the study.

1. How to design and develop a series of physics learning "projects" that serve the new physics curriculum standards in junior high schools?

Introducing "inquiry learning" into junior high school physics teaching is not to implement "inquiry learning" in all physics classes and all teaching contents. Just like "scientific inquiry" teaching, although it is an important content and learning method in physics teaching, it is not necessary to explore every class. All teaching contents need to be explored and are worth exploring. Similarly, the introduction of "project learning" only adds an effective teaching method to junior high school physics teaching, and increases the possibility of reasonable choice and effective combination for physics teachers in teaching.

So what "projects" should be developed? What other teaching contents can be introduced into "project" learning? What is the basis for designing the "project task"? The answer to the question is that the introduction and development of "inquiry learning" in junior high school physics teaching should be based on the requirements of "junior high school physics curriculum standard" and "specific teaching content"

Therefore, it is one of the main tasks of this study to carefully study the curriculum standards, carefully analyze the contents of teaching materials, integrate various teaching resources, and design and develop a series of excellent typical "projects" with the characteristics of physics disciplines that serve the "junior high school physics curriculum standards" and "specific teaching objectives".

2. The basic process and specific operation of "inquiry learning" in junior high school physics teaching.

Project learning generally includes four links: project introduction, project design, project implementation and project display. It is the core task of this study to study the teaching process and specific operation of "inquiry learning" in junior high school physics teaching.

(1) Project Driver: How to set the driver problem? What is the form of the project task? It is a good start to carry out "project learning" by carefully presupposing in junior middle school physics teaching and eliciting a challenging "project task" with strong students' interest through interesting experiments, physical magic, multimedia pictures and videos.

(2) Project design: At the beginning, teachers should guide students to group, divide their work, design questionnaires, formulate questionnaires and interview forms, make products and display works, and gradually develop into a project plan for teachers and students, learn to independently carry out "project learning", so that teachers can become "equal chiefs" in students' autonomous learning and group cooperative learning.

(3) Project implementation: What kind of hardware facilities and environment are needed for the operation demonstration in "project learning"; How to carry out reasonable division of labor within the group; How to decompose the process of "product" production; How to make students take charge of their apprentices in "project learning"?

(4) Demonstrative evaluation: how to formulate evaluation standards suitable for students' development and carry out students' self-evaluation and mutual evaluation; What should be prepared and paid attention to in organizing a PPT-style "project learning" report; How to arrange students' product display and product auction?

3. The implementation points and optimization strategies of each teaching link of junior high school physics "project learning".

There are also different types of inquiry learning involved in junior high school physics teaching, and the implementation essentials and emphases of various "inquiry learning" in organizational teaching are not exactly the same. For example:

(1) Product production category: the production and assembly of a certain product is the main task, and more projects are combined with labor and skills, such as making seven-tube radios, making optical kaleidoscopes and optical magic boxes.

(2) Operating experience: items that focus on observation and operating experience, such as disassembling toy motors and observing film cameras. It is difficult for junior high school students to make motors, but there are many motors in old toys, so dismantling is also a kind of inquiry and more realistic; In the operation of making and calibrating gas thermometer, although no real thermometer was made, the principle was well understood. Film camera has been basically eliminated by digital camera, but in the teaching of physical optics in junior high school, it is very helpful to disassemble and observe the film camera with optical lens to understand convex lens imaging.

(3) investigation and study: the investigation and study of a phenomenon and problem is a project, and the product is an investigation report or paper. For example, designing interviews in optical fiber communication teaching and investigating local Yongding and Hengtong optical fiber cable groups; In energy teaching, we can investigate the local power supply capacity and electricity consumption in Wujiang, and visit Su Sheng Thermal Power Plant, Hong Sheng Thermal Power Plant and other power plants to understand the process of power generation and transmission. The research on the theme of "F 1 Racing Car" includes fluid mechanics (aerodynamics), materials science, engine power, torque, speed, acceleration, automobile circuit and so on.

Among them, the production category "project" mainly focuses on tool introduction, teacher operation demonstration, finished product display, exchange evaluation, product auction and other links; Investigation and research projects can focus on the determination and contact of interviewees, the production of interview forms and questionnaires, the guidance of investigation and visit activities, the analysis and processing of investigation data, the writing of investigation reports and essays, and the production of PPT. Therefore, the teaching process and operation essentials of different "projects" are different. We should study typical cases separately, find out the commonness and individuality, and put forward the optimization strategy of teaching.

Fourth, research measures and specific arrangements

In order to make this topic detailed and practical, and effectively promote the application of "research learning", a learning method of students' independent cooperation, in junior high school physics teaching, we earnestly do the following measures to ensure the effectiveness of the research:

(1) set up a research group. Sheng Jianguo, the project leader, is a discipline leader in Wujiang and two senior teachers. President Xu Jianhua, a discipline leader in Suzhou, and Lu Wenlong, director of the school's teaching department, are project collaborators and project directors. All the teachers in the school physics group participated, and the research group was composed of several 2A-level high-quality teachers in Wujiang City and winners of the problem-solving competition. With strong classroom teaching and educational and scientific research capabilities, I am fully qualified for the research work of this topic. The physics group regards this topic as the topic of the teaching and research group, and combines teaching and research activities with research work to carry out the research work of the topic.

(2) The teacher training system of the research group. Organize the teachers of the research group to participate in the training on "project learning", familiarize themselves with the teaching methods of "project learning" through theoretical study and classroom observation, and regularly carry out classroom teaching observation and discussion activities based on "project learning".

(3) The regular meeting system of the research group. The research group holds regular meetings to determine the focus of work in each stage of research, formulate relevant schemes and plans, collect and analyze feedback information, and effectively standardize the research process.

(4) Project file management system. In the process of research, the research data should be sorted out regularly and filed in time to ensure the smooth progress of the research.

Specific arrangements:

1. Phase I: (Time: 10, 2009— 1 1, 2009)

Key tasks: to study the theory of "inquiry learning" and the new curriculum standards, and to develop excellent "projects" in junior high school physics teaching.

Although "inquiry learning" has accumulated some experience in technical teaching and comprehensive practical activities, its concrete implementation in junior high school physics teaching is still a brand-new field. The research group will organize all physics teachers to seriously study the theory of "inquiry learning" and study the "junior high school physics curriculum standard" in depth. On this basis, we will strive to develop a series of excellent "projects" in junior high school physics teaching and introduce them into junior high school physics teaching, so as to promote the reform of physics teaching and improve the teaching quality.

Personnel: This work was completed by Sheng Jianguo, Zhao, and the person in charge was Sheng Jianguo.

2. Phase II: (Time: 20091October165438-2065438+June 2000)

Key tasks: to carry out the teaching practice of "inquiry learning" in physics teaching, summarize its basic process and implementation essentials, feedback and control teaching, and optimize the "inquiry learning" in junior middle school physics.

On the basis of training, all teachers in physics group carry out the teaching practice of introducing "project learning" into junior high school physics teaching, adjust and control in time according to feedback information in teaching, and record, accumulate and sort out subject materials well. Through the study of some typical "project learning", this paper summarizes the basic process and implementation essentials of developing "project learning" in junior high school physics teaching, sorts out the excellent "products" and research results of students in physics "project learning", and forms the written materials and video materials of typical courses.

Personnel: This work was completed by all the members of the research group, led by Zhao and Sheng Jianguo.

3. Stage III: (Time: July 2065438+00—June 2010/0)

Key work: research and optimize all teaching links in junior high school physics "subject learning", and summarize them to form research results.

By sorting out the teaching practice materials and reflecting on the practical experience in the second stage, the excellent products and research results of students in physics "project learning" are sorted out. With the theme of "implementation suggestions and case analysis of" inquiry learning in junior high school physics teaching ",this paper summarizes and promotes it, actively writes relevant teaching papers, completes lesson research reports and video clips, and puts forward implementation suggestions and optimization strategies for" inquiry learning "in junior high school physics teaching.

Personnel: This work was completed by Sheng Jianguo, Zhao, etc. Person in charge: Sheng Jianguo.

Research methods of verb (abbreviation of verb);

1. Action research. Combination of research and teaching practice, action, feedback, adjustment and summary.

2. Case study method. Taking teaching examples as cases, this paper summarizes the implementation points and optimization strategies based on "research learning" in junior high school physics teaching.

3. Experience summary method. Pay full attention to cases and practical experience, reflect and improve with theoretical research, and summarize the relevant experience of "implementation suggestions and case analysis of" project learning "in junior high school physics teaching.

4. Literature research method. By consulting relevant literature at home and abroad, this paper studies the present situation and development trend of "project learning" and draws lessons from advanced experience to improve the research effectiveness of this topic.

Research achievements of intransitive verbs: This topic presupposes the following research achievements:

1. Student Achievements: A compilation of students' excellent "products" and research achievements in physics "project learning".

2. Research Report: Implementation suggestions and case analysis of "inquiry learning" in junior high school physics teaching.

The core contents and achievements of the report include the following two points: the first part is the basic process and implementation suggestions, and the second part is the case analysis with supporting video materials with typical lessons.

3. Thematic thesis

In the course of the research, according to the teaching practice, the members of the research group wrote research papers from different aspects, with the core topic of "implementation suggestions and case analysis of carrying out research-based learning in junior high school physics teaching" and the reform of junior high school physics teaching methods and the development of students' autonomous learning and cooperative learning as the themes.