A Study Of Peer Teaching Method In College Physics Teaching

University physics course is an important compulsory basic course for low-grade students, which is offered by college’s science and engineering majors prescribed by the Ministry of Education. University physics course has irreplaceable role in training students to establish a scientific view of the world, to enhance students’ ability to analyze and solve problems, to improve the spirit of exploration and innovation awareness. However, at present, University physics teaching still in the traditional teaching state, there are many problems to be solved. So, looking for new teaching methods in order to change this situation is particularly urgent. Considering the university physics course has many abstract concepts and concepts play an important role in the teaching objectives, I found Peer Instruction which is taught around the concepts founded by Professor Eric in Harvard University worth learning. But, as a method of teaching abroad, Peer Instruction exists adaptation and localization problem in Chinese university. In order to obtain more realistic and stable Peer Instruction process, we need several studies on this Peer Instruction strategies.In this paper, I study Peer Instruction strategies in University physics. The study is divided into four steps:research, design, practice, verification. In the research link, I observed the implementation of existing Peer Instruction process in our school. Targeting the implementation, I interviewed students and teachers, then understand the problems encountered in the existing Peer Instruction process.According to the survey conclusions, relating relevant theories, I designed strategies in pre-class, class, after-class stage, test questions and evaluation methods. After the completion of designing strategies, I implemented pre-class strategies and after-class strategies, and observed the implementation of the class strategies as a classroom assistant in the University physics course. After the completion strategies practice, I used questionnaires and S-P evaluation table to investigate strategies performance:1. In the questionnaire, I found pre-class preparation strategies can effectively help students reduce study pressure, shorten preview time, achieve better effect preview and cultivate students’self-evaluation study habits. Class implementation strategies can help students better participate in group discussions. In persuading and persuaded process, student progressed together, learned the concept of effectively. After-class extension strategies not only help students access to more companions, form more exchange of ideas, solve problems left over from the classroom, but also can help students form good study habits to communicate with others, improve their communication skills.2. Using S-P evaluation table, compared with traditional teaching, I found Peer Instruction under Peer Instruction strategies can effectively eliminate the phenomenon of polarization of student learning, improve student learning state, tap the potential of students and promote high-level learners produce.Overall, Peer Instruction is a new teaching method for our country, and currently belongs to the beginning stage. At this stage, Peer Instruction strategies are still at an initial stage, there are many issues to be further study follow-up.