On The Present Situation And Optimizing Strategies Of Physics Courseware In Middle School

With the development of CAI, two camps of its software have come into being. One is teaching software which computer software companies produce and sell. The other is courseware made by teachers themselves. The two kinds not only have their own characteristics but have their different usages. Generally, teaching softwares are used by the students who want to teach themselves, but coursewares are only used by teachers themselves in class. That is, at present CAI is made up of computer-assisted learning and computer-assisted teaching. They are separated. But with the times of competence education and personality education coming, this mode has fallen behind the times, because it is too traditional, excessively emphasizing knowledge passed to students, regardless of their competence and separates teaching from learning. By analyzing and investigating teaching softwares and coursewares, this thesis advances how to make high-quality physics coursewares mainly in the parts that follow.First, according to different physics knowledge, making physics coursewares must be depended on different learning theories. As to some rudimentary and to be reinforced knowledge, Programmed Instruction of Behavioral Learning Theory should be used to guide us to make coursewares. But to help students understand and memorize physics knowledge and teach them elementary knowledge and means for living, many cognizance learning theories can direct our coursewares making. They touch upon students' thinking from many points of view and organize the courseware materials in learning-centered way, how to present stimulus, how to experience situation and successfully make students' learning a meaningful development, under a purposeful and rational control. To develop students' personality and creative competence, Humanistic Learning Theory demands we have learner-centered education and make recreational and probing physics coursewares so that students can be immersed in a self-actualization learning process.Second, teaching-learning design should be taken into account. The new design is a little different from the trad one. According to different physics knowledge points and the views of Chen Caiqi (a chemistry teacher of a special classification, Taizhou, Zhe Jiang Province), physics knowledge points are divided into: some are to be learn about, some memorized, some specialized, some programmed and some to be developed. Different knowledge types, different ways of dealing with physics coursewares. Some are discussed or prepared on the forum of internet to develop students' creation. Other types of knowledge help studentsteach themselves and develop their competence in connection with teaching strategies and different needs, and then make characteristic coursewares. So the writer spcially introduces materials, methods and skills as references so that teachers can better support students' learning. Besides the writer advises physics teachers collect more materials as common and future use.Third, making physics coursewares needs not only perfect contents but exquisite screen designs. The screen designs mainly refer to these: material presentation, interaction, zone setting, content decoration, reinforced expression and so on. Screen designs should be right for contents, be magnificent, reinforce focal points, match cognitive strategies, arouse motives, control attentions, improve memories, develop thinking and train personality.Fourth, making physics coursewares plays a great part in students' lifelong development form long-term and developing points of view. It is a systematic project. So it is difficult for teachers to making coursewares. When making coursewares, teachers should take everything into account, try their best to help students solve the problems and make students perfectly developed. This is really the thesis's highest purpose.Finally, making physics coursewares can lead to great changes of teaching mode. We can supply some knowledge to students on the internet for lesson preparation and revision. It is unnecessary...