Abstract
Discuss the method and effect of problem-based teaching method (PBL) in the teaching of physics experiment in junior high school. Method: A total of 92 students in two junior high school classes were selected, and one of them was randomly set as the experimental group (46 students) and the other one was the control group (456 students). The experimental group added PBL teaching on the basis of traditional teaching methods. Methods, the control group was taught according to the traditional teaching method only, and finally the teaching effect of the two groups was compared. Results: The physics performance of the experimental group was significantly higher than that of the traditional teaching group (P<0.05). The students in the experimental group were better than traditional teaching in subjective evaluations such as learning initiative, learning interest, thinking ability training, practical ability, and innovation ability. Conclusion: The PBL teaching model is more adapted to the development of the times, and the effect is better than traditional teaching. It can combine the learning and practical skills of students, and the comprehensive ability can be greatly improved.
Highlights
Discuss the method and effect of problem-based teaching method (PBL) in the teaching of physics experiment
The PBL teaching model is more adapted to the development of the times, and the effect is better than traditional teaching
Note:★ Comparison of the two groups P
Summary
The physics performance of the experimental group method" was adopted on the basis, and the control 53 was significantly higher than that of the traditional teaching group was taught according to the traditional teaching group (P0.05), and the test scores of. After the end of the group (P
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