Middle School Student Experiment Innovation Design Manual

Author: Feng Kecheng
Publisher:
Publish Date: 2001-01-01
Features: In the teaching of secondary school physics and its knowledge structure, the teaching and operation of experiments hold an irreplaceable independent position but are, in reality, often not given the attention they deserve due to various reasons. This shortcoming leads to differences in talent quality and passivity, especially in the context of comparisons between Chinese and foreign teaching methods, making it a significant issue that all scientists hope to change. Experimental ability is the fundamental work and learning ability of those engaged in natural sciences, representing a concentrated expression of their comprehensive qualities. It can be said to comprehensively reflect an individual's level of understanding of basic conceptual categories, theoretical systems, thinking strategies, disciplinary structures, exploration for truth, design and improvement, and creative development in their subject. In other words, a person's experimental ability reflects their level of achievement within their field of study. Therefore, in a conscious and mature modern teaching system, experimental ability and the learning of experimental operations hold prominent positions, even leading to teaching material systems centered around experiments. In recent years, the proportion of experimental questions and the assessment of experimental ability in the college entrance examination have been increasing, indicating the growing emphasis and consciousness of schools in China on this issue. Standardized experimental operations are the fundamental guarantee for the cultivation and training of experimental learning and experimental ability. Conscious, mature, and effective learning must be standardized learning. Standardization is an effective and mature summary of both experimental and theoretical aspects, a rigorous scientific procedure that conforms to the essential laws of the discipline and the psychological processes of human learning. Only through standardized experimental operations can one truly grasp the laws of material movement and their real processes, form genuine experimental ability, obtain real experimental results, and avoid errors, mistakes, or even injuries during experiments. Due to various subjective and objective limitations and constraints in experiments, it is currently extremely difficult, if not impossible, in secondary school teaching in China to demonstrate and operate all experiments completely according to the methods and design approaches provided in textbooks. This has created a vicious cycle of teaching experiments on blackboards and memorizing experiments outside the classroom, leading to a false appearance of students' experimental abilities and severely hindering the development of their learning and creative intelligence. To overcome this phenomenon, and teaching and research personnel in China have devoted their wisdom to improving and designing various experimental methods and operational approaches tailored to specific conditions and the same experiments. They have summarized different methods, procedures, and principles for improving experimental designs, ensuring the normal and effective conduct of experimental teaching and making significant contributions to secondary school physics education. This book has gathered nearly 100 experts, scholars, and some secondary school physics teachers and experimental teachers, organizing and collecting thousands of different improved experimental design schemes for almost all experiments in the entire secondary school physics curriculum. It consolidates the achievements, wisdom, and essence of the past few decades, especially the recent two decades, ensuring the scientific and effective nature of secondary school physics experimental teaching and serving as a powerful assistant for experimental teachers. During the compilation process of this book, many cases of outstanding teachers were referenced. sincere thanks are extended to them.