Research On Teaching Strategies About The Transfer Of Students' Learning Style In Physics Courses Of Senior High School

Instead of accepting knowledge from teachers passively, cramming for the exams or practice mechanically, the transfer of the students' learning style highlights that students are supposed to take an active part in the classroom activities by using various leaning approaches. Students learn to explore and practice by themselves so as to strengthen the communication and cooperation with each other and to develop the positive and active attitude to learning. Meanwhile, the process to gain knowledge and basic skills turns into the one in which students know how to learn and form right values. The New National Curriculum reform demonstrates the transfer of the students' learning style.The transfer of the learning style, which is not spontaneous, mainly happens in the classroom and needs the guide and help from the teachers. The proper teaching strategies will promote the transfer. The aim of this essay is to do research on the teaching strategies of how to transfer the students' learning style.Based on the theory of constructivism and meta-cognition, fully comprehending basic psychological features of senior high school students, in the light of problems reflected in the survey of junior physics learning, and combining the features of senior physics courses and requirements in the transfer of learning style, the paper puts forward several teaching strategies in the transfer of students' leaning style. The learning strategies, focusing on the learning regulations, leaning approaches, classroom interaction, and active learning, are put forward to lead the reflective teaching. Meanwhile, the essay sums up the principles of pertinence, of combination with daily teaching, of teaching step by step and of teachers' guide between the group and the individual. The writer has practiced in the transfer of the learning style by means of enrollment education, physics classroom teaching, exercises training and teaching evaluation. The transfer practice for one term is effective in that students make great progress in physics leaning and learning style and that the physics subject becomes more harmony with other subjects. Meanwhile, the paper ponders over the contradiction between the New Course theories and teaching reality and puts forward the suggestion that teachers should be evaluated both on the students' results and the students' progress made in learning style.