In order to encourage the exploration of new methods and new ideas for science experiment teaching, to promote the application of digital inquiry experiments in science teaching in middle schools, and to improve the basic skills of teachers in the use of digital experiments, on October 25, 2015, Beijing 156 Middle School to Beijing Wei Chengya Laboratory Equipment Co., Ltd. purchased a batch of physical, chemical and biological digital (exploration) laboratory equipment, and soon put it into installation and use. At the same time, Beijing Weichengya Laboratory Equipment Co., Ltd. gave Beijing 156 Middle School Made detailed training on the use of laboratory equipment.
During the training process, the trainer of Beijing Weichengya Laboratory Equipment Co., Ltd. introduced digital experimental equipment to Beijing No. 156 Middle School; explained and practiced the basic use of digital experimental equipment; teaching materials that can be digitally experimental equipment Content introduction; select typical experimental group to operate, collect experimental data, analyze experimental phenomena, and obtain experimental results to experience the research process.
The digital laboratory consists of “output terminal + sensor + supporting teaching aidsâ€. The digital laboratory has overcome some of the drawbacks of traditional experimental instruments and experimental methods, and has realized the combination of information technology with conventional teaching and exploratory experiments.
During the training period, the technical engineers of Beijing Weichengya demonstrated that the Newton's third law, Faraday's law of electromagnetic induction, photosynthesis, neutralization and titration were not obvious experiments with traditional experimental equipment. The effect was very obvious when demonstrated by digital experiments. It is also very convenient to use. The same is true in practice. Even some of the more complicated calculation processes are replaced by computer software, saving time for students to explore the experimental process.
After the training, I exchanged ideas with the school teachers to understand the teachers' feelings about the digital laboratory. The teachers summarized the feelings of the digital experiment as follows:
1) The experimental data obtained from the experiment is more in line with the objective law than the traditional experimental method. The digital experimental equipment, which is composed of the collector, the sensor, the experimental accessory and the corresponding software, can enable the students to collect data more accurately. This largely avoids the mistakes that students may make when collecting data, reduces the occurrence of unusable data collected by students, and avoids many unnecessary errors, which is very helpful for students to analyze data and The conclusion is drawn.
2) The digital experimental equipment has to mention its visualization. The first time the students introduced the experimental phenomena and data visually displayed in various forms such as numbers, waveforms, meters, columns, etc., it is obviously equivalent. Curious. It succeeded in allowing students to observe a lot of experimental phenomena and data that are difficult to observe or more abstract with the naked eye, and avoid the experimental phenomena caused by the experimental process being too fast and the experimental phenomenon is not obvious. This allows students to more intuitively see the process and results of the experiment. For example, when explaining the synthesis of the power, there is no need to worry that the students feel too abstract, and the data is displayed on the screen intuitively, which is very convincing.
3) Digital experimental equipment can process experimental data quickly, which is less computational than conventional substitute data. In the past, after the students finished the experiment, many experiments needed to process the data before they could reach a conclusion. Now students can complete the experiment and directly see the processed experimental data, which saves the students' calculation time and reduces the class time occupied by the experimental inquiry.
The establishment of the digital laboratory of Beijing No. 156 Middle School has reduced the difficulty of students' experimental inquiry to a certain extent, and improved the accuracy of the experiment; it saved the time of inquiry experiment learning and improved the learning efficiency of students. It makes the implementation of exploratory learning through experiment much less difficult, and it provides a good help for teachers and students to teach and learn.
School Comments:
Through this period of use, I often compare digital laboratories with traditional laboratories. After calm thinking, I found that the establishment of digital laboratories has brought a lot of convenience to the teaching and learning of our teachers and students. The digital experiment focuses on the cultivation of students' thinking ability, focusing on the experience as a "scientist", how to observe the experimental phenomena and analyze the experimental data to draw their own conclusions and the process of discovering the truth. At the same time, due to the limitations of actual class time, teaching tasks, etc., the use of digital laboratory for teaching will provide great convenience to teachers and students, which has formed the use of digital laboratory equipment to discard traditional laboratories. The status quo.
Nowadays, with the development of the times, digital laboratories have gradually begun to replace traditional laboratories in various schools, and the effects of digital laboratory establishment are obvious. The use of the digital laboratory of our school has brought good teaching results to our teachers and students. I believe that with the accumulation of experience and the improvement of teachers' professional skills, the quality of teaching of digital and exploratory experimental teaching will be Further improvement.
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