Construction Of The Physics Teaching Mode Of Middle School Based On Cognitive Flexibility Theory Under The Information Technology Environment

In the past few decades, information technology, with the core of computer, has developed swiftly and permeated through all aspects of people's life, with no exception of education. In order to get adapted to the changes of the general environment of education, multiple educational reforms have been carried out in the field of the basic education in our country. Though many achievements have been made, yet there were few fundamental break-through made. Why? Attention, in my own opinion, has only been paid to the reforms of educational content, means and method. However, the reformation of the teaching mode, which is the fundamental question, has been ignored. The teaching mode is the concentrated reflection about educational thought, teaching theory, study theory. So, only the reform of the teaching mode can touch the fundamental questions such as educational thought, teaching idea and the theory of teaching & learning,etc. With the analysis of the physics teaching condition in middle school of the present stage, the text puts forward the necessity and urgency to carry on the teaching mode reform; Based on the summarizing of developing direction and tendency of the physics-teaching mode in middle school under information technology environment, the text proposes the necessity of constructing a teaching model, which can help ill-structured domains study and promote the migration of knowledge. The theoretical foundation ---the cognitive flexibility theory in constructivism--can be found out on this basis. After the possibility of construction of the physics teaching mode in middle school based on the cognitive flexibility theory is fully proved, the text elucidates the construction course concretely and offers its application case. In the course of writing the whole thesis, I have consulted a large number of domestic and foreign documents. After forming certain theoretical foundation, I went deeply into the teaching first line, participated in the teaching course of the physics-teaching thoroughly and extensively, and accumulated a large number of firsthand materials. On this basis, I wrote out and revised this draft several times combined with my teaching practice, then finished the paper. As a educational technology learner and researcher, I hope to gear the study to practical use very much and be able to think over the questions appearing in the course of educational reforms and make proposals of directive significance to practice on a certain question. This is also the original intention under which the text, which really played such a role in practice, took shape.