The Theory And Practice Of Learning-plan Guiding Inquiry Model In Physics Teaching

Due to the profound influence of the national entrance exam, the current physics classroom teaching in senior high schools of our country still regards the traditional teaching mode as principle, which obviously can't adapt to the request of the new curricular reform. The reform requires the establishment of an all new educational and teaching principle and that teaching and learning should break the deadlock, unity and mechanization, heading for the interaction , creativity and opening up. It is now necessary to investigate a valid teaching method, allowing the front line teachers to follow, so that quality education and the reform can be truly carried out. The learning-plan guiding inquiry model, based on constructivism is a practical method to adapt to the present-day reform.The article thoroughly deals with the theory and practice of learning-plan guiding inquiry mode in physics teaching. Firstly, it discusses the rational of the new classroom teaching model , including theory of constructivism, theory of the nearest development domain, mentality characteristics of the senior high school students and the teaching system design theory. It also discusses the supporting power of the theories above to the new teaching model.Secondly, this article mainly deals with the design and the principle to carry it out. In addition to the eight teaching principles in line with other teaching models, the new model has its own principles.1. student-centered principle.2. teacher-led principle.3. democratic harmony principle. 4. level principle.5. controllability principle.6. inquiry principle.7. the combination between inquiry principle and imparting-accepting principle.Thirdly, the new teaching model has a basic model with eight steps.1. creating scenes and triggering inquiry .2. displaying goals and thinking clearly.3. problem-guiding and self-teaching.4. doing exercises with discussion and exchanging ideas.5. conducting experiments and inquiring laws.6. intensive teaching and summarizing the results.7.applying, migrating and consolidating new knowledge.8. putting forward problems once more to deepen comprehension.In the process of implementation ,teachers should improvise the basic model, according to the practice so as to get close to the reality of the students, In the last part, taking"kinetic Energy Change"as an example to illustrate the new teaching model's implementation process.Fourthly, it refers to the teaching results of the new teaching model. It summarizes respectively from the following aspects, such as academic scores, self-teaching ability, enthusiasm to learn and its power to promote teacher's business. All these above are based on the experimental classes and contrast classes in the teaching practice. Furthermore, it gives explanations to the problems encountered in the implementation process of the new teaching model.1.It is a hard process to design the learning plan.2.The biggest difficulty met in carrying out learning-plan teaching is that teachers should adjust themselves to the changes of roles.3.In the implementation process, resistance from a small part of students was also experienced.4.The new teaching model has its own limitation.Finally, the article discusses the behaviors of the teachers involved in carrying out the new classroom teaching model.1. Actively participate in the new course reform, initiatively change the traditional educational concepts and teaching methods; reposition and understand the role of teachers to mold the occupation role of their own in the new curricular environment.2. Actively advance the implementation of the new teaching model, constantly improve and refine it in teaching practice and finally develop the individual teaching style.3. It is important to hold to the new teaching model.