Reconstruction of Junior High School Physics Experimental Teaching from the Perspective of Core Literacies - Exploration of Four-dimensional Linkage Model Based on Hierarchical Practice and Situationalization of Life

Zhao Hai Guang  【China】

Abstract:

Against backdrop of deepening new curriculum reforms, junior high school physics experimental teaching urgently needs to address the three major dilemmas of high reliance on equipment (the experiment opening rate in schools is less than 45%, especially in remote areas, the lack of experimental equipment and materials seriously affects the teaching effect), insufficient depth of inquiry (82.% are verification experiments, lacking training in students' autonomous inquiry ability and critical thinking), and fragmentation in the cultivation of literacy. This paper, based on constructivist theory and the of socio-scientific issues (SSI) teaching, proposes a four-dimensional linkage model of "hierarchical practice system-chain of life-oriented situations-openended evaluation-resource synergy mechanism". Through three years of school-based practice (sample: 4 parallel classes in the same school, n=192), is verified that the model significantly improves students' scientific inquiry ability (the experimental group has a 31.5% improvement compared to the control group, which is specifically manifested in students' ability to design and implement more complex experimental projects), the level of innovative thinking (the creativity score of the program  72.3%, which is reflected in students' proposed experimental programs are more creative and practical), and the sense of identity with physics discipline (the rate of sustained interest reached 89.4%, more students a long-term interest and enthusiasm in learning physics), and provides a replicable school-based model for the implementation of literacy.

Keywords: Core Literacies  Hical Experiments  Situationalization of Life  Scientific Thinking  School-based Practice

1. Focus on the Problem: The Real Dilemmas of Junior High School Experimental Teaching

(1) Imbalance in the Supply Side of Experimental Teaching

The structural contradiction is prominent

Verification experiments account for 82.8%, exploratory experiments are less than 20% (National Survey of Junior High School Physics Experiments in 2024 1). This imbalance leads students to more on established operational steps and results during the experiment, lacking opportunities for autonomous exploration and innovation. For example, in the buoyancy experiment, students are usually only allowed to use equipment provided by the laboratory, such as iron or aluminum blocks of the same volume, without access to irregular objects such as wooden blocks or plastic bottles. This limitation of a single experimental restricts students' imagination and creativity, making it difficult for them to deeply understand the essence of physical phenomena through experiments.

Equipment standardization leads to limited innovation: For example the buoyancy experiment only provides iron/aluminum blocks of the same volume and does not include irregular objects (wooden blocks, plastic bottles, etc.). Although standardized equipment is convenient to manage and operate, it often overlooks the diversity and complexity of different objects in real life. For example, when students can only use regular-shaped metal blocks buoyancy experiments, they find it difficult to appreciate the different buoyancy characteristics of different materials and different shapes of objects in water. This not only weakens the practical application value the experiment but also hinders students' comprehensive understanding and flexible application of physical concepts. In addition, this standardization may also lead students to feel helpless when facing real-life physics because they lack the experience and ability to deal with diversified situations.

(2) Suppression of the Initiative of Student Subject

Shallow Thinking Training

In the current educational environment, 75% of students tend to mechanically record experimental data without delving into the in-depth analysis of the causes of errors. This phenomenon is clearly reflected in the analysis report the experimental operation examination in a certain province (Analysis of Experimental Operation Examination in a Certain Province 3). Specific cases show that in the convex lens imaging experiment, only 8% of students actively explore the imaging characteristics when the object distance is less than the focal length, indicating that most students lack the ability to think deeply about key concepts and principles during experiment.

This kind of shallow thinking training not only limits students' innovative ability but also hinders their deep understanding of scientific knowledge. To improve this situation, teachers should encourage students raise questions, make assumptions, and verify their ideas through actual operations during the experiment, thereby cultivating their critical thinking and problem-solving ability.

(3) System Discontinuity in Quality Cultivation

Disconnection between Scientific Thinking and Real-life Application: In the current educational system, the cultivation of scientific thinking often exists in a distinct discontin with real-life applications. The theoretical knowledge learned by students in the classroom, such as the law of inertia, energy conversion, etc., often cannot be directly applied to specific in daily life.

For example, in the teaching process of the law of inertia, teachers usually explain this concept through simple physics experiments or abstract mathematical formulas, ignoring its important applications real life. For instance, the design principle of seat belts for cars and helmets for motorcycles is based on the law of inertia, which limits the movement of passengers or riders to reduce caused by sudden braking or collisions. However, many textbooks do not include these practical applications when explaining the law of inertia, resulting in students having difficulty understanding the practical significance of these.

Similarly, when conducting energy conversion experiments, teachers are often confined to simple devices in the laboratory, such as springs, pulleys, etc., and overlook the common conversion phenomena in life. For example, the solar power bank, which converts solar energy into electrical energy to provide power for electronic devices such as mobile phones, is a typical example of conversion. However, many textbooks do not mention these examples close to life when introducing energy conversion, leaving students' understanding of energy conversion at an abstract level, lacking a sense of practical.

2. Theoretical Foundation: The Theoretical Framework of the Four-dimensional Interactive Model

(1)The Constructivist Foundation of the Hierarchical Practice System

In the fields of pedagogy and psychology, constructivism is an important learning theory that emphasizes that knowledge is not pass received, but actively constructed through the interaction between individuals and their environment. This theory provides a solid theoretical foundation for the hierarchical practice system.

Vygotsky's Threelevel Adaptation of the Zone of Proximal Development: The concept of "zone of proximal development" proposed by Vygotsky is an important part of constructivism He pointed out that the zone of proximal development refers to the level that children cannot achieve when solving problems independently but can achieve with the help of more capable peers or adults. This reflects the individual's potential for development.

To better understand the zone of proximal development, we can divide it into three levels:

a. Initial level: This is cognitive level that an individual can achieve without external help. At this stage, the individual's knowledge and skills are relatively limited, and they need to enhance them through autonomous exploration and.

b. Zone of proximal development: This is the cognitive level that an individual can achieve with appropriate guidance and support. At this stage, individuals need to rely on otherssuch as teachers, parents, or peers) to expand their cognitive boundaries through cooperative learning and interactive communication.

c. Independent level: This is the cognitive level that an individual achieve independently without external help after a period of learning and development. At this stage, individuals have mastered sufficient knowledge and skills and can solve problems autonomously and think innovatively.The constructivist foundation of the hierarchical practice system not only provides students with diverse learning opportunities and resources but also promotes the cultivation of their autonomous learning and lifelong learning abilities, laying a solid for achieving comprehensive and balanced development.

Example:

A[Basic Level] --> |Skill Acquisition| B(Measure the boiling point of water)

B --> C[Intermediate Level]

C --> |Variable Control| D(Investigate the relationship between boiling point and air pressure)

D> E[Innovative Level]

E --> |Engineering Application| F(Design a pressure cooker for cooking on the plateau)

(2 )The Pragmatist Tendency of the Situation of Life

"Learning by Doing" in Localized Practice:

Case: Use the gear ratio of shared bicycles to the lever principle (Teaching error < 5%)

In Dewey's pragmatic educational theory, it emphasizes the acquisition of knowledge through actual operation and experiential. This educational method advocates closely linking classroom content with students' daily life, enabling students to understand and apply the knowledge they have learned in real situations.

Specifically in the practice "learning by doing," teachers can use shared bicycles, a common tool, to guide students to deeply understand the lever principle by observing and analyzing the gear ratio of shared bicycles. For example, teachers can design an experiment that asks students to measure the cycling speed under different gear combinations and calculate the corresponding gear ratio. By comparing the effects of different gear ratios on efficiency, students can intuitively feel the practical application of the lever principle.

To ensure the teaching effect, teachers need to control the error in the experiment and ensure the accuracy of data. For example, by using high-precision measuring tools and standardized operation procedures, the teaching error can be controlled within 5%. In this way, students can not only master the basic concepts of the lever principle but also learn how to apply this knowledge to practical problems, thereby enhancing their scientific and practical ability.

3.Model Innovation: The Implementation Path of Four-dimensional Linkage

(1) Reconstruction of a Hierarchical Practice System

Innovative topic depth development:

Key Implementation Points: Each semester, set up 2 interdisciplinary projects (e.g.,Solar Water Purifier" integrating thermal/environmental knowledge), to cultivate students' comprehensive abilities and innovative thinking through interdisciplinary cooperation, such as optimizing the water purification process combining chemical knowledge and improving energy efficiency by using physical principles.

(2) Reform of Open-Ended Evaluation into a Quantitative Scale

Dimensions of Experimental Evaluation (age system)

1. Innovation of the Plan (30%) - Alternative use of equipment (e.g., using an electronic scale to measure buoyancy)

2. Expression (25%) - Depth of error attribution analysis

3. Engineering Thinking (20%) - Cost control and environmental friendliness

(3) School- Practice of Coordinating Urban and Rural Resources

"Equipment Drift Station" Operation Mechanism

Recycling Path: Central School → Village Elementary School → Teaching Point (ly turnover rate of 83%)

Case: Air Pressure Experiment Kit (including syringe/vacuum cover) covering all village-level schools

Through the operation mechanism of "Equipment Drift Station," effective sharing and optimization of urban and rural educational resources have been achieved. The specific operation process is as follows: First, the central school, a resource collection and distribution center, classifies and organizes various scientific experimental equipment and allocates it to village elementary schools and teaching points according to demand. Every month, these equipment circulated following the predetermined recycling path, ensuring that each link can make full use of resources.

Taking the air pressure experiment kit as an example, this kit contains key equipment as syringes and vacuum covers, which can help students intuitively understand the principle of air pressure changes. Through the "Equipment Drift Station," these experiment kits are to all village-level schools, allowing students in remote areas to also come into contact with high-quality scientific experimental equipment, thereby enhancing their interest in learning and hands-on.

In addition, the high turnover rate (83%) of the "Equipment Drift Station" indicates the efficiency of this mechanism. This means that within a month, of the equipment can complete a complete cycle, ensuring the maximization of resource utilization. This model not only saves educational costs but also promotes the balanced development of urban and rural education, strong support for achieving educational equity.

4. School-Based Practice: From Newton's Laws to Low-Carbon Living

(1) Breaking Through the Limitations Traditional Experiments

Improvement of the Inertia Law Experiment:

Original Plan: Pulling out paper strips to make coins fall into a cup (success rate of 2%)

Reconstructed Plan:

1. Basic Layer: Compare the tilting of objects when braking a skateboard, and feel the influence of inertia on the state of of objects by observing the reactions of objects with different materials and weights when braking a skateboard.

2. Advanced Layer: Test the protection effect of different seat belt buckling methods simulate car emergency braking or collision situations, and analyze the protection effect of seat belts under different buckling methods to enhance students' understanding of the application of the law of inertia in real.

3. Innovation Layer: Design a shared bicycle anti-rear-end device, and encourage students to think about how to use the law of inertia to design a safer more stable shared bicycle anti-rear-end device, to enhance the riding experience and reduce the accident rate.

(2) The Integration of Literacies in Interdisciplinary Projects

"Campus Rainwater Collection System" Project:

Physical Module: Measuring roof load-bearing capacity and the angle of the water pipes, ensuring the stability and efficiency of the system through precise measurement tools and calculation formulas. Students need to understand the load- capacity of different types of roofs under different weather conditions and design a reasonable angle of the water pipes to optimize the flow rate of the water.

Biological Module: The principle osmosis in the purification device, using the natural filtering mechanism, such as the action of plant roots and microorganisms, to purify the collected rainwater. Students learn how to choose suitable plant species and how to construct an effective microbial ecosystem to ensure that the water quality meets the safety standard.

5 Effect Verification: Anirical Analysis Based on a Three-Year Tracking

(1) Quantitative Data Comparison (n=192)

(2) Excerpt of Qualitative Achievements

"In the process of designing the windproof tent we discovered that when the angle of the diagonal pull rod is set at 45°, the tent's wind resistance reaches its optimal state. This finding not only intuitivelyifies the principles of mechanics but also has more practical application value than simply relying on the mechanical formulas in textbooks. Through experiments and data analysis, we further confirmed that the diagonal pull rod a 45° angle can effectively disperse the wind force, reducing the direct impact on the tent and thus enhancing its stability and safety. This design optimization is not only to windproof tents but can also be extended to other structures that need to enhance their wind resistance." (Student Science Journal)

6. Reflection and Iteration:way to Sustainable Development

(1) Localized Solutions to Existing Challenges

Teacher Capacity Enhancement Program

To address the challenges of teacher professional development in the educational system, we have proposed a series of specific measures. Firstly, we established the "Experimental Innovation Workshop," a platform designed to facilitate exchanges and cooperation among teachers through bthly inter-school teaching and research activities. These workshops not only provide an opportunity to share teaching experiences but also encourage teachers to explore new teaching methods and technologies through hands-on and discussions.

In these workshops, teachers can experience the latest educational tools and resources, such as virtual reality devices, interactive whiteboards, and online collaboration platforms. In addition, workshops also invite educational experts to give special lectures to help teachers understand the latest educational trends and research findings. Through this continuous professional development opportunity, teachers can continuously improve their teaching skills apply them to their daily teaching.

In addition to the workshops, we have also developed a textbook called "Guide to Life-Oriented Experimental Design." This guide contains82 local cases covering the design and implementation of experiments from basic science experiments to complex projects. Each case provides a detailed description of the experiment's purpose, steps, required materials and expected results, as well as relevant background knowledge and teaching suggestions.

These cases not only come from academic research but also combine local practical needs and cultural backgrounds, enabling teachers to students more effectively in inquiry-based learning in the classroom. For example, one of the cases is about how to use local natural resources for chemical experiments, which not only stim students' interest but also enhances their awareness of environmental protection.

Through these specific and detailed guidelines, teachers can incorporate these experiments into existing courses without additional burdens. In addition, the also provides some assessment tools and feedback mechanisms to help teachers track students' learning progress and adjust teaching strategies in a timely manner.

In summary, by establishing the "Experimental Innovation Workshop and developing the "Guide to Life-Oriented Experimental Design," we hope to provide teachers with a comprehensive support system to help them continuously reflect and improve in practice, promoting the sustainable development of education.

(2) Comprehensive Reform of the Evaluation System

Process Data Collection Tools:

Develop the "Experimental Capability Growth Chart" APPto record more than 50 behavioral indicators, including but not limited to specific behaviors such as experimental design, operation norms, data analysis, and result reporting, through real-time collection and analysis, to help students fully understand their progress and shortcomings in experimental capabilities, and thus develop personalized learning plans.

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