Research on the Teaching Design of Mechanical Energy Conservation Based on PBL Teaching Mode

DOI: https://doi.org/10.62517/jhet.202615129

Author(s)

Jianguo Li, Guofang Du*, Yan Cai*

Affiliation(s)

College of Physics and Information Engineering, Zhaotong University, Zhaotong, China *Corresponding Author

Abstract

This study aims to explore the design of high school mechanical energy conservation teaching based on the PBL (Problem-Based Learning) teaching model, in order to enhance students' interest in learning, autonomous learning ability, and problem-solving ability. Through the analysis of the teaching content, teaching objectives, and learning characteristics of high school students regarding the law of conservation of mechanical energy, combined with the theoretical basis and implementation process of the PBL teaching model, a complete set of teaching designs has been developed the plan. This plan stimulates learning motivation, cultivates critical thinking, team collaboration skills, and innovative spirit by guiding students to solve real-world problems related to the conservation of mechanical energy. During the teaching implementation process, students deeply understand the principles and applications of the law of conservation of mechanical energy through various methods such as group cooperation, data consultation, and experimental exploration. Finally, they formulate solutions, present them, and discuss them, thus forming an effective closed loop in knowledge construction and ability development.

Keywords

PBL Teaching Model; Conservation of Mechanical Energy; Instructional Design; Autonomous Learning; Problem-Solving Ability

References

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