The Construction Of Life-Based Situation In Physics Teaching Of High School

Because of discipline-based and knowledge-based effects, traditional high school physics teaching in China departs from the students' life and social reality, turning off their interest to learn physics, reducing their ability to analyze and solve practical problems, affecting the harmonious development for all the students. In order to change this situation, the physics education needs to strengthen the relation with students'life and social reality. There is no doubt that it is a great significance to study the construction of life-based situation in physics teaching of high school.The life-based situations is a kind of teaching circumstance and atmosphere, which can inspire learners'questioning consciousness and facilitate the scientific reconstruction by using multifold techniques according to the real phenomena and problem in the daily life. Life-based situations have some basic features like livelihood, Problematicity and authenticity. Constructing life-oriented physics teaching situation should follow five fundamental principles:Principle of life-orientation; Principle of question-arousing; Principle of scientificity; Principle of open-endedness problem.Based on constructive learning theory, living educational theory, the situated cognition and learning theory, various life-based situation of physics teaching condusive to teaching reality can be constructed, such as, to construct life problems situation by focusing on certain suspenses or puzzles; to construct life experience situation by using multimedia; to create life-based experimental situation by deriving information from daily life; and to create interesting story situation by analysing and reorganizing background information.The life-oriented materials are analysed,which stem from the compulsory textbooks published by PEP(People Education Press).The formats of these materials are Pictures, Experiments, Sspeaking and Tthinking and Discussion,Science walk, Science footprint, Do it, STS and so on, which needs the construction of like-based situations to facilitate learning.Two classes were selected as subjects and a five-month experimental study was conducted to explore the teaching effectiveness of life-based teaching situation in physics teaching.The experimental class was taught by life-based experimental teaching, basic physics knowledge teaching and physics exercise teaching while the comparative class was taught by theoretical teaching. The results show that there is a significant difference of interest to study physics between two classes,and so is the ability to solve practical problems. There is also significant differences between scores of two classes, which may conclude the life-based situation in physics teaching has certain positive effect on promoting physics exam scores.