A Study On The Transformation Of Personalized Teaching Into Middle School Students

Learning difficulties phenomenon is a common phenomenon education circle. In high school, physics learning difficulties phenomenon is obvious. Of course it has relations with the subject characteristics of physics itself, but also a teaching mode has a lot to do with the school. The new curriculum reform of ordinary high school physics curriculum standard of new curriculum concept mentioned in the focus on autonomous learning in the curriculum implementation, promote the diversity of teaching. School teaching mode is now the class teaching system, each class is less and40people, more is to achieve and people, such a huge class although it can improve the efficiency of knowledge, but ignored the differences of students. For what not learned knowledge of the students in class, they did not use in dealing with problems, so it won’t work out the physics problem. Accumulated over time, he will become a lot of problem, then gradually evolved into a poor student of physics. For the study of this topic, it is of high school physics poor student survey, summed up the formation of high school physics poor student external factors and internal factors. Application of personalized high school physics teaching theory to explore transformation objectives, principles and policies. Its goal mainly through individualized teaching to achieve the purpose of high school physics poor student. Principle mainly have difference principle, comprehensive principle, developmental principle, the principle of their aptitude principle and flexibility. Strategies are mainly classified teaching strategies, learning contract, manipulator, inquiry-based teaching file cover combined with inquiry learning strategies and students’ growth strategy. Individualized teaching is a kind of theories and ideas, explore in class teaching system under the premise of using some of the other high school physics poor student individualized teaching mode to achieve transformation, focus on the students of class without knowledge. Main teaching modes are learning teaching mode, small class teaching mode, the one-to-one teaching mode,"guide to learn-layered exploration-lure integration" teaching mode. During the teaching practice, in the poor student of high school physics implementation of personalized teaching mode. Choose experimental classes and that in comparative classes, in the poor student of expeirmental classes focus on implementing the one-to-one teaching mode and "guideto learn layered explore induced-integration" teaching mode. By the poor studenttest scores before and atfer as a data sample, using statistical sotfware analysis,expeirmental data obtained conclusions. Expeirmental results show that theexpeirmental class in the poor student after three months of personalized teaching,both average and pass rate has made obvious progress, compared with parallel class，there exist significant differences in the average scores of physics. At the same time,the students physical learning is also full of confidence in yourself，the eiffciency ofclassroom teaching has been greatly improved. This suggests that the high schoolphysics in the poor student conduct transformation of personalized teaching for poorstudent have certain effect，in the local scope of practice is successful, can try tofurther promote in the physics teaching in the future work.