Research On The Physics Teaching Reform Of Middle School In The View Of Constructivism

Constructivism is the prominent influence in the science teaching reformation, thus it is necessary to make a comprehensive understanding of constructivism on the domain of physics teaching.This thesis bases on the physical facts and the experience of physics teaching, combining with the relative documents on applied philosophy, psychology and pedagogy, it makes an investigation into the influence on physics teaching in middle school that constructivism brings.This thesis includes two main parts.Part I : Analyzing on constructivism. It begins with the development of constructivism, firstly, the thesis analyses the former constructivist theory came from the J. Dewey, J. Piajet and C.Vygotsky; secondly, it introduces the learning theory of contemporary constructivism; At last, it makes an investigation into the intellectual outlook of new constructivism, and concludes that the "context-depended knowledge" and the "tacit knowledge" just a stage of human's development of cognition, it can not deny the relative rationality as the essence of knowledge.Part II : The new physics teaching idea of constructivism. Based on the discussion of constructivist learning theory and the limitations of constructivist intellectual outlook to the physics teaching, this thesis puts forward that the teacher should take a transposition thinking to find the structure level that students have developed, and we are not allowed to ask students to imitate the thinking ways of the teacher. The thesis also thinks that we should transform the basis of physics teaching from the subject structure to the students' experience. At last, the thesis emphasizes the opinion of "learning by doing" in physics teaching. Thus we can avoid the "excessive study" phenomenon caused by the traditional speculative teaching methods. On the other words, the student's activities are coordinated by the operation system firstly, and then infiltrated into the whole thinking action, at last, the interiorized activities comes into being the concept. It reduces the difficulty of formal operation the student should do subsequently.