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Study on the Deep Learning of Physics Review Course in Junior Middle School Based on CRS

Received: 26 April 2021     Accepted: 19 May 2021     Published: 26 May 2021
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Abstract

Deep learning is an important research topic in the field of educational technology, the Horizon Report released by the New Media Alliance in 2017 points out that deep learning is a key direction in promoting educational development and reform. This research is based on the CRS review discussion teaching mode, applying classroom response system in interactive teaching environment, in order to promot students' deep learning. Aiming at the problems of single teaching method, simple classroom communication, fuzzy monitoring of learning situation and low efficiency of teaching goal in junior high school physics review course, this paper takes junior high school physics review course as an example, discusses the teaching efficiency of CRS-based review course qualitatively, and uses comparative experiment to analyze the difference between teaching effect, students' deep learning achievement degree and learning type. The results show that, Based on the CRS junior high school physics review class in-depth learning model can improve students' academic performance, enhance the degree of achievement of students' deep learning. Therefore, we should actively explore the deep integration path of CRS and physics teaching, give full play to the advantages of CRS in focusing on the core issues in the classroom, evaluation of innovative learning process to improve the effectiveness of physics teaching.

Published in Science Journal of Education (Volume 9, Issue 3)
DOI 10.11648/j.sjedu.20210903.15
Page(s) 104-109
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Classroom Response System, Deep Learning, Middle School Physics Review

References
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[5] Eric Mazur (2009). Farewell, Lecture?. Science. 2: 50-51.
[6] Chen Zhenzhen (2013). Designing and Instructing CRS-based College English Courses——A Case Study Using Socrative. Modern Educational Technology, 23 (10): 87-91.
[7] Ryan Sayer, Emily Marshman, and Chandralekha SinghPhys (2016). Case study evaluating Just-In-Time Teaching and Peer Instruction using clickers in a quantum mechanics course. Rev. Phys. Educ. Res. 12, 020133.
[8] He Miaoman, Huang Zhixin and Zhou Dongying (2017). The preliminary study of seminar in college physics class based on cliker. Physics and Engineering, 27 (03): 45-51.
[9] Neville W. Reay, Lei Bao, Peng fei Li (2005). Toward the effective use of voting machines in physics lectures. Am. J. Phys, 73 (6): 554-558.
[10] Kelly Miller, Julie Schell, Andrew Ho, Brian Lukoff, and Eric Mazur (2015). Response switching and self-efficacy in Peer Instruction classrooms. Phys. Rev. ST Phys. Educ. Res. 11, 010104.
[11] Risto Leinonen, Mervi A. Asikainen, and Pekka E. Hirvonen (2017). Peer discussions in lecture-based tutorials in introductory physics. Phys. Rev. Phys. Educ. Res. 13, 010114.
[12] M. K. Smith. Why peer discussion improves student performance on in-class concept questions. Science. 2009 (2): 122-124.
[13] Huang Zhixin (2010). Interactive and inquiry classroom teaching based on clicker and its research progress. Discussion on physics teaching, 28 (09): 1-4.
[14] Yu Jie Chen, Mi Su, Zhi Xin Huang (2020) Review Seminar Based on CRS in Introductory Physics. Science Journal of Education. 8 (4): 108-113.
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Cite This Article
  • APA Style

    Wei Li, Zhi Xin Huang, Ming Hai Wu, Qi Tian. (2021). Study on the Deep Learning of Physics Review Course in Junior Middle School Based on CRS. Science Journal of Education, 9(3), 104-109. https://doi.org/10.11648/j.sjedu.20210903.15

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    ACS Style

    Wei Li; Zhi Xin Huang; Ming Hai Wu; Qi Tian. Study on the Deep Learning of Physics Review Course in Junior Middle School Based on CRS. Sci. J. Educ. 2021, 9(3), 104-109. doi: 10.11648/j.sjedu.20210903.15

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    AMA Style

    Wei Li, Zhi Xin Huang, Ming Hai Wu, Qi Tian. Study on the Deep Learning of Physics Review Course in Junior Middle School Based on CRS. Sci J Educ. 2021;9(3):104-109. doi: 10.11648/j.sjedu.20210903.15

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  • @article{10.11648/j.sjedu.20210903.15,
      author = {Wei Li and Zhi Xin Huang and Ming Hai Wu and Qi Tian},
      title = {Study on the Deep Learning of Physics Review Course in Junior Middle School Based on CRS},
      journal = {Science Journal of Education},
      volume = {9},
      number = {3},
      pages = {104-109},
      doi = {10.11648/j.sjedu.20210903.15},
      url = {https://doi.org/10.11648/j.sjedu.20210903.15},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20210903.15},
      abstract = {Deep learning is an important research topic in the field of educational technology, the Horizon Report released by the New Media Alliance in 2017 points out that deep learning is a key direction in promoting educational development and reform. This research is based on the CRS review discussion teaching mode, applying classroom response system in interactive teaching environment, in order to promot students' deep learning. Aiming at the problems of single teaching method, simple classroom communication, fuzzy monitoring of learning situation and low efficiency of teaching goal in junior high school physics review course, this paper takes junior high school physics review course as an example, discusses the teaching efficiency of CRS-based review course qualitatively, and uses comparative experiment to analyze the difference between teaching effect, students' deep learning achievement degree and learning type. The results show that, Based on the CRS junior high school physics review class in-depth learning model can improve students' academic performance, enhance the degree of achievement of students' deep learning. Therefore, we should actively explore the deep integration path of CRS and physics teaching, give full play to the advantages of CRS in focusing on the core issues in the classroom, evaluation of innovative learning process to improve the effectiveness of physics teaching.},
     year = {2021}
    }
    

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  • TY  - JOUR
    T1  - Study on the Deep Learning of Physics Review Course in Junior Middle School Based on CRS
    AU  - Wei Li
    AU  - Zhi Xin Huang
    AU  - Ming Hai Wu
    AU  - Qi Tian
    Y1  - 2021/05/26
    PY  - 2021
    N1  - https://doi.org/10.11648/j.sjedu.20210903.15
    DO  - 10.11648/j.sjedu.20210903.15
    T2  - Science Journal of Education
    JF  - Science Journal of Education
    JO  - Science Journal of Education
    SP  - 104
    EP  - 109
    PB  - Science Publishing Group
    SN  - 2329-0897
    UR  - https://doi.org/10.11648/j.sjedu.20210903.15
    AB  - Deep learning is an important research topic in the field of educational technology, the Horizon Report released by the New Media Alliance in 2017 points out that deep learning is a key direction in promoting educational development and reform. This research is based on the CRS review discussion teaching mode, applying classroom response system in interactive teaching environment, in order to promot students' deep learning. Aiming at the problems of single teaching method, simple classroom communication, fuzzy monitoring of learning situation and low efficiency of teaching goal in junior high school physics review course, this paper takes junior high school physics review course as an example, discusses the teaching efficiency of CRS-based review course qualitatively, and uses comparative experiment to analyze the difference between teaching effect, students' deep learning achievement degree and learning type. The results show that, Based on the CRS junior high school physics review class in-depth learning model can improve students' academic performance, enhance the degree of achievement of students' deep learning. Therefore, we should actively explore the deep integration path of CRS and physics teaching, give full play to the advantages of CRS in focusing on the core issues in the classroom, evaluation of innovative learning process to improve the effectiveness of physics teaching.
    VL  - 9
    IS  - 3
    ER  - 

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Author Information
  • College of Physical Science and Technology, Central China Normal University, Wuhan, China

  • College of Physical Science and Technology, Central China Normal University, Wuhan, China

  • College of Physical Science and Technology, Central China Normal University, Wuhan, China

  • College of Physical Science and Technology, Central China Normal University, Wuhan, China

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