The Research Of New Curriculum Instructional Design For Physics In Junior Middle School

General education curriculum reformation is about to enter the period of comprehensive popularization and implement, but the problem on "how to teach" physics in the new curriculum of junior middle school remains to be solved. There are two general deviations in the present research of teaching physics. On the one hand, many people equate the research of teaching physics to the research of the classroom-teaching, and seldom do research into how to grasp the essence of physics teaching from an overall perspective. On the other hand, a lot of research results are the summaries of teacher's personal experiences, which lack depth and range, and which are of little practical value when popularized. Systematized instructional design is a good way to solve these problems because systematized instructional design not only views the situation as a whole and assumes overall responsibility, but also arranges specific teaching matters carefully and carries out the problem procedures gradually, based on certain educational theories.This dissertation attempts to probe into the instructional design of physics in the new curriculum of junior middle school from the perspective of a teacher's. This dissertation has three parts. In the first part, the author analyses briefly the history of the development and changes of the theories of instructional design and finds out suitable theories and approaches for instructional design of physics in the new curriculum of junior middle school.From the point of view of the whole new curriculum and the present times, the second part generally analyses physics teaching in junior middle school, which is the base of overall planning physics teaching. If we do not realize profoundly the present times we live in and the goals set in the new curriculum, we can not grasp wholly the essence of the teaching of physics in the new curriculum of junior middle school. Equally we can not overcome the deviation of empiricism in instructional design if we do not master advanced educational theories and advanced teaching approaches and techniques. A complete analysis of various factors that affect the implement of the new curriculum is an important link in the systematized instructional design.Focused on teaching units and teaching periods, the third part introduces in detail the ways and methods of instructional design of physics in the new curriculum of junior middle school. Since the new curriculum adopts the "standard-orientated" reforming strategy, designing the teaching is the teacher's personal creative labour. According to the approaches of the new curriculum, the aims of instructional design, are not to draw up a set of complete and tight teaching procedures, but to design learning plans to satisfy various needs and demands of different students, and to create the learning atmospheres and conditions for student's autonomous learning, cooperating learning and inquiring learning. So the instructional design for the new curriculum is quite different from the traditional teaching design.The author also advocates in his thesis that during the course of concrete instructional design, the teacher should set different objectives and arrange different teaching contents for different students, because instructional design for different students is sure to take the place of the traditional unified arrangements for learning. For example, it is often necessary to change and adjust the time and place of teaching and learning. All those factors are the things that instructional design should take into account by using organization strategy and stimulating strategy in their instructional design.