Individual Differences Teaching Strategies Of Senior Physics To Explore

The 21st century is the era of knowledge economy,an era of diversity of telents and also an era of focusing on personality development. With the development of subject education and individualized educational ideological trend,people begin to rethink the drawbacks of traditional teaching which is characterized by inflexibility,uniformity and the suppression of individual development more and more.It is very common to find that there are so many differences among students,such as personality differences,cognitive differences,level differences and interest differences. Differentiated teaching which concerns the students'individualization and differentiated development has been paid since1990s. Adopted the practice of physics classroom teaching,the author discusses this problem in this thesis by a survey method and a theoretical analysis.But,traditional teachingapproach,uniform teaching evaluation have seriously dampened the enthusiasm of students,and restrained the full personality development of students.To change this situation, the implementation of senior school physics teaching should vary teaching strategies to meet the different needs of students, for students of different wider space for development. Then, in senior school physics teaching should explore what kind of difference in teaching strategies to meet the different development of students, how to implement in high school physics teaching these strategies, a majority of high school physics teachers need to explore the issue. And in this study is that high school physics teaching strategies need to be a preliminary inquiry.In this paper, under the guidance of the standard physics curriculum, combined with the experience of physics curriculum reform in China to find out the difference between high school physics teaching strategies. In this paper, the use of a theoretical analysis, literature review methods, practices and other methods, teaching strategies on the physical differences between high school studies were discussed. This paper is divided into five parts, the first part literature review, introduces the thesis topic reason, domestic and international research status, purpose and research methods. The second part is related to concepts defined. Differences between domestic and foreign scholars from education, policy definition of this study, differences in education and differences on the definition of teaching strategies, and then put forward the process of high school physics high school physics students learn the theory of individual differences: multiple intelligence theory, Mastery Learning , constructivist learning theory. The third part is the difference between high school physics teaching strategy of the principles, theories and evidence. The theoretic significance and research purpose of classroom teaching design of physics in senior middle school based on individual difference and expounds the research status in this field. The fourth part of the student's individual differences, cognitive differences, differences in interests, differences in operating experimental ability differences between high school physics teaching strategies proposed. Different student has different ability to study physics,and this can be classified as difference in learning ability type,difference in learning ability level,difference in learning development of pace and time.The Multiple Intelligence Theory pointed out that every student's intelligence is composed of different kinds of intelligence.There is no distinction between high and low,only different intelligence orientation and structure,so we should adopt the individual difference among the students.The study of physics involves different kinds of intelligence,such as space intelligence,languageintelligence,nature observation intelligence and logic-math intelligence etc,which depend on the complexity of physics.And the gender difference can be ivided into memory,attention,quality of the thinking,experimental operation capacity,and physical interest. Differences between high school physics students in accordance with the provision of knowledge to explore the pre-preparation and motivation and stimulate learning strategies, and generate the default strategy of challenging teaching objectives, teaching content selection and adjustment of organizational strategy, flexible teaching methods strategy to create a democratic and harmonious environment for the physical learning strategy, stealth and team dynamic tiered strategy of combining complementary, flexible operation strategies, both common and individual guidance based on a combination of strategies designed for students to explore topics like-minded strategy with physical problems centered independent learning and teachers teaching strategies under the guidance of the differences through dialogue, cooperation, student activities, teaching strategies to differentiate instruction.