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An Experimental Research On Introduction To New Lessons For Junior Middle School Physics Teaching

Posted on:2003-12-19Degree:MasterType:Thesis
Country:ChinaCandidate:J ZhaoFull Text:PDF
GTID:2167360065456606Subject:Subject Teaching
Abstract/Summary:PDF Full Text Request
Introduction to new lessons is a kind of method and means to stimulate students' learning interest and desire. However, the earlier researches have not found out the most efficient method of the introduction to new lessons when facing different physical knowledge.This research aims at providing positive evidences for the different efficient methods of the introduction to new lessons that are adapted to different kinds of junior high school physical knowledge. Firstly this experiment adopts questions to investigate the application situations of the introduction to new lessons among the physics teachers in the middle schools. Then according to the frequency of using different methods of the introduction to new lessons, the experiment picks out review introduction, example introduction and question introduction. Finally this experiment approaches the teaching effects of three methods of the introduction to new lessons related to two kinds of physical knowledge ( physical concepts and the application of physical knowledge ) andcompares their differences.This research, choosing junior high school students as subjects and " the concept of density " and " the application of density " as test contents, reaches the following conclusions:1. The differences of teaching effects are very obvious when we apply the three methods of the introduction to new lessons to the teaching of physical concepts. The teaching effects of question introduction are better than review introduction and example introduction, while the differences of teaching effects between review introduction and example introduction are not obvious.2. The differences of teaching effects are very obvious when we apply the three methods of the introduction to new lessons to the application of physical knowledge. The teaching effects of review introduction are better than question introduction and example introduction, while the differences of teaching effects between question introduction and example introduction are not obvious.3. Three methods of the introduction to new lessons obviously stimulate the students' learning interest in physics. Question introduction and review introduction have very obvious effects on stimulating the students' learning interest in physics. Example introduction has obvious effects on stimulating the students' learning interest in physics.
Keywords/Search Tags:Junior middle school students, Introduction to new lessons, Physics teaching, Learning interest in physics
PDF Full Text Request
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