Study Of The Question Teaching On Physical Class

In the traditional education of our country, it shows the education form of"spoonfeed"and"the style emptyed into". That is to say, teachers explain more and students ask few, and students receive more and think few. Even there are few questions, merely teachers ask questions, not heuristicly supply the texts which come into being the questions, and the students passively accepte. Or when students ask questions, teachers do not supply the method and opportunity, which students can solve personally. So Doctor Yang Zhenning appraises this kind of phenomenon:"chinese students are not willing to ask questions, which is the most distinguish difference between American students and chinese students". Just thinking, if chinese education cultivate many"bookworm"who only passively accept knowledge, it will be a terrible future. So it is important and imperative to transfer education form, and establish the consciousness of"question teaching".To adapt the age development, and cultivate the talented person, our country is carrying forward the fundamental curriculum reform, which outstand students'main part position , concern students developing regularity, make students become the main parts. With the further development of curriculum reform,"question teaching"gives promince to its advantage and be more popular in our country, becoming one of focuses of educational theory and practice researchers."question teaching"presents teaching material and students study both in the form of asking and answering question , which removes around the question to achieve mutually. It possively awakes students'question consciousness, and improve students'ability of finding, analying and answering questions , and trains students'creative thinking . Most primary and secondary teachers achieve good effect in the question teaching practice. However, some teachers misunderstand the"question teaching"in some regnition and practice aspects.The thesis consists of six parts. The first part expounds the affinity relationship between the"question teaching"and physics, and analys the misunderstanging scope of physical question teaching through investigating, analying the present condition of physical teaching and rethinking the traditional education. The second part introduces development process, relative conception, basic theory and applicant pattern of the"question teaching". The third part expounds the applicant strategy of"question teaching"in physical class from the question texts'creation, questions'design and teachers'questions. The forth part expounds how to strengthen students'questions consciousness and the ability of putting forward questions through physics question teaching. The fifth part tests the efficacious of"question teaching"through experiment. The sixth part is the conclusion part, which summarize and prospects the thesis, and point out the disadvantage and unsolved problems.