Effective Class Of Junior High School Physical Feedback Practice Strategies

Content:Since the introduction of the new curriculum reform, the implementation of "effective teaching", quietly has become a hot topic of concern to primary and secondary school teachers. Class feedback exercise is an essential part of the physical classroom, but in actual problem in teaching is that teachers put a lot of energy feedback practice teaching, speaking from the enhancement of the quality of teaching are effective, but the input of teachers effect of the number and received a proportion of the teaching, but also inefficient. This article made reference to the relevant domestic and foreign literature in the theory and experience, combined with the actual situation in the current junior high school physics teaching, for junior high school physics classroom feedback practice effective strategies were studied. This study is divided into two parts, the first Law on the use of surveys and interviews, combined with the actual situation of students, junior high school physics teaching characteristics of effective teaching theory and feedback theory, the proposed development of an effective feedback from the physical classroom practice implementation strategies. Specific strategy is: to classroom to classroom practice feedback in the form of a small test in each class, just carried out with the time 5 minutes. Teachers in the hall for all students when the feedback in a timely manner to correct day, and then self-seeking student feedback and feedback between students and finally the teaching of teachers in the follow-up to the individual against poor students feedback to correct the test. Entire strategy to comply with the principles of low-power energy-saving and reduce the input of teachers in after school to reduce the burden on teachers.The second part of the peer group used single-factor test before and after the experimental model, select two junior high school students in the class as the same type were tested. In the experimental class using the effective feedback practice of classroom teaching strategies in the control classes still use the old way of feedback from teachers in high-input practice. Description of the experimental process, the final use of computer software for Microsoft Excel students were tested before the experiment, post-survey of the physical achievements, as well as made a statistical treatment of data such as the use of statistical software has done a spss11.5 difference analysis. From the experimental results shows: the experimental class grades higher than the control classes, there are differences, but the difference was not obvious. This study concluded that: In the junior high school physics teaching strategies used in this feedback from the physical classroom practice, for both teachers and students are low-power energy-saving. Compared with the existing feedback link, which will help to lighten the burden on teachers, but also is conducive to student learning. A certain extent, the "efficiency reducing the burden" effect.This article is also the first junior high school teachers how to feedback on the physical classroom exercises "effective teaching" approach, this strategy is highly feasible, for reference. Because of this study were tested only relates to the first two days of a class of dozens of students, experimental period of only two months, time is short, and the students just learning physics time is not long, the students can not be fully representative of the level of junior secondary school students of all levels. It remains for the future in a broader group of students to continue to practice and explore.