The Application Of Visual Media In High School Physics Teaching Research

The rapid development of modern science and technology offersthe possibility for the visual media auxiliary teaching. The increase ofnational education input and the application of various kinds of visualmedia provide the safeguard for visual media auxiliary teaching. Whatabout the application situation of the visual media in high schoolphysics auxiliary teaching? And what are the problems that we shouldpay attention to? What is insufficient and how to improve? These are allthat needs to be solved urgently by us.The background (including reform target of physics course, therequirements of teachers’ technical ability, the classification of visualmedia, the changes of education equipments in some school duringthree years), the significance, the existing problems which are putforward according to this subject are presented in this article firstly.About the application situation of visual media for auxiliary teaching inhigh school physics teaching, we adopt the way of comparing positiveand negative case, and make a detailed study from four aspects asfollows. To promote the transition of Physics teaching method by usingvisual media; to activate physical text effectively by using visual media;to assist the exploration process of physics experiment by using visualmedia; and to integrate the visual media and the traditional teachingmethods effectively. There is deeply analysis proceeded about thedeficiency of the case and then make improvements, and thus put forward the corresponding countermeasures.Finally, take part of teachers and students from a junior high schooland a senior high school as investigation objects to process thequestionnaires and analysis about the application status of visual mediain physics teaching in high middle school. Two common problems areextracted from it：（1）The accuracy rate of information that studentsobtain from listening to lectures（;2）A comparative study is made aboutstudents understanding of knowledge and improvement of theefficiency of teaching. A conclusion was drawn after comparing thedetection performance and the result of knowledge retelling fromexperimental classes and comparative classes: When teaching physicsin high middle school, adopting the method of combining visual mediaauxiliary teaching and traditional teaching methods can improvestudents access to information, promote the understanding of theknowledge and improve teaching efficiency, thus to improve physicaldiscipline achievements comprehensively.