Research And Practice Of Physics Thinking Classroom Teaching In Senior Middle School

With the constant intensive developing of the basic education curriculum reform and the new curriculum concept, curriculum content of high school physics has now been transferred into life-oriented teaching from the previous ones which were strongly theoretical and deviated from the students’ real life. And this transformation aims to meet development laws in students’ cognition, as well as physical and mental aspects. Therefore, adjusting the course content helps to drive the teachers to change their teaching methods. While various teaching methods haven’t brought satisfactory results for the physical classroom teaching. In order to solve this problem,The essay is based on the theory of Thinking Model of Classroom Teaching by Professor Lin Chongde from Beijing Normal University and Professor Hu Weiping from Shaanxi Normal University. Guided by the concept of new curriculum reform, the essay provides an deep research and practice in Thinking Model of Classroom Teaching in the high school physics teaching with the background of my three-year practical experience in grass-roots school. The main contents are as follows:The first part mainly introduces the research background, research significance and research methods in Thinking Model of Classroom Teaching in high school physics teaching.The second part focuses on theoretical bases of the Thinking Model of Classroom Teaching in high school physics teaching, and mainly introduces it’s thinking connotation, basic principles and basic concepts.The third part emphasizes on study of the teaching periods in the Thinking Model of Classroom Teaching in high school physics, and analyzes the teaching cases.The fourth part provides reflections on the research paper’s deficiences.The main research conclusion:First, This paper puts forward that there are three basic lead-in techniques in the teaching lead-in section of Thinking Model of Classroom Teaching in the high school physics teaching:experimental observation, logical development on the prior knowledge, and method of raising and analyzing problems. These three lead-in methods play significant roles in stimulating students’ desire for knowledge and clarifying the students’ learning goals. Second, creating problem situations are mainly employed in teaching during the classroom teaching section in Thinking Model of Classroom Teaching in the high school physics, and specifically it includes using experimental method, analogy method, the history of physics and life examples, and the application of multimedia technology. The above five methods, for creating problem situation in teaching, can decrease the students thinking difficulty and promote the development of students’ thinking. Third, it emphasis on constant understanding, summarizing and sublimating the learned knowledge by adopting methods of students using of mind mapping or problem as the main line under the teachers’ guidance; to summarize and reflect on their teaching summary and reflection section of Thinking Model of Classroom Teaching in the high school physics teaching, it suggests that the teachers may use different types of reflection diaries such:as-essays, cases, teaching processes, action research reports and so on. And by this, the teachers’ individual professional ability and humanistic quality can therefore be improved. Fourth, the connection between the knowledge and methods should be treated as the main line in the application migration section of Thinking Model of Classroom Teaching in the high school physics teaching, since it can guide the students to apply knowledge and solve specific problems flexibly.