| This dissertation attempted to apply the theory and technology of task analysis to physics teaching in China to enable physics teaching to conform further to the law of learning and teaching.In chapter 1, the origin and development of task analysis were introduced firstly. Then two task analysis methods suiting for classroom instruction were illustrated. Thirdly the effects of task analysis on instructional design and diagnosing of the learning difficulties of students were discussed, therefore conclusion that task analysis is an important part of instructional design and a bridge between "learning theory" and teaching behavior was made. Finally, the framework and organization of the study was described.Different types of learning require different instruction, and different task analysis method as well. Thus in chapter 2, a taxonomy of learning (cognitive domain) was brought forward based on studies of taxonomy of learning, problem solving and cognitive strategies,1. This taxonomy suggested the structural knowledge be a necessary type of learning.2. In this taxonomy, problems were classified into two types: ill-defined problem and well -defined problem.3. In this taxonomy, strategy are classified into two types: metacognitive strategies and strategies relating to concrete cognitive activities.Subsequently, it's enlightenment on physics teaching was discussed. At the last section of this chapter, it's application in physics teaching was discussed with an example.Physics concepts, theorems as well as principles are primary content of physics learning, those knowledge take on the forms by proposition . In chapter 3, the study revealed that physics proposition are mainly obtained by reasoning (inductive reasoning such as tallying method, differentiation method and covariant method, deductive reasoning such as negative expression of hypothetical inference, affirmative expression of hypothetical inference ).Then by the means of experiment, the different condition needed when applying those reasoning was explored.Based on the study above, a task analysis method suiting for the instruction of physics proposition was suggested.Chapter 4 discuss the application of task analysis method that suit for the instruction of physics proposition, the study showed that: 1. applying learning hierarchy (prerequisites )analysis help teacher determinate the instructional sequence and student's entry capability;2. analyzing the strategy of reasoning applied for obtaining the physicsproposition help teacher:2. 1 determine the instructional process of physics proposition teaching; 2.2 choose suitable modes of instruction -telling method or heuristic teaching; 2. 3 choose suitable teaching example.There are three teaching experiments in chapter 5,Eg 1: the experimental study of teaching effects of task analysis of physics proposition learning. The results indicated that When teacher exercise the teaching plan developed though task analysis, student can not only remember the proposition taught, but also grasp the process of obtaining the proposition, moreover, this form of teaching can keep the students from remembering the proposition mechanically. Eg 2: teaching experiment on the cognitive strategy (strong - method). The results indicated that1. While helping students solve the concrete physics problem, teacher initiate the strategy, students can master the strategy, furthermore it promote students to solve the similar problems.2. Effective transfer can not occur between those procedural knowledge similar at the section of action, but quiet different at the section of condition.Eg 3: teaching experiment that aims at the cognitive strategy (weak -method), The results indicated that teacher initiate the strategy while helping students solve the concrete physics problem can not improve student's ability on solving physics problem in a short time.In the final chapter, review of the main work and features of this study were presented; and how to introduce task analysis into instructional...
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