A Practical Study On The Application Of Recent Development Area Theory In High School Electrical Teaching

The theory of Zone of Proximate Development has been applied to the teaching in the micro, based on this theory and combined with practical experience of teaching, this thesis colludes with some methods to identify Zone of Proximate Development and employs this theory to guide electrical teaching in senior middle school on researching on teaching and providing the teaching case in this thesis.In electrical teaching in senior middle school, teachers can uses methods to help students approach Zone of Proximate Development. Teachers can turn the learned knowledge into the new based on the characteristics of the positive transferring and sequential transferring of knowledge. The can make comparison and analogy. They can employ the arranged questions and suspensions. They can also arrange numbers with images and proceed from the easy to the difficult and from the particular to the general. During the process of electrical teaching, teachers can set questions, use variant practices and correct mistakes. By the interactions between teachers and students, it can help students think and explore further and make them foster the ability to conclude. This can help realize the leap over zone of proximate development and achieve the three-dimensional goals in new curriculum. Its integrated and innovative quality to raising a students, the innovation drive that develops a student and practice ability are having the special effect on students. Based on the above result, we design the general framework of Physics teaching in the theory of Zone of Proximate Development, providing specific teaching cases on physics concept and physics pattern in the appendix.The result of research on teaching indicate that physics teaching under the The theory of Zone of Proximate Development can not only shorten the time when teachers teach but also help students improve and achieve greater success in learning physics,especially for the students having average results in school. Teachers should identify the zone of proximate development in students. In the end,combined with the theory of Zone of Proximate Development and teaching practice,this thesis make revelations.At last, the author combine the theory of Zone of Proximate Development and teaching practice research, gaining the result as follows:(1)Teaching should base on the realistic level development of students, thus arousing students’ interest to acquire knowledge, which highlights training the autonomy of students. (2) We should control the degree of learning difficulty in the zone of proximate development of students, and design gradual learning objects based on the student’s zone of proximate development, achieving teaching objects in the process of realizing storied objects. (3)The setting strategy of teaching in the theory of Zone of Proximate Development require that the students’ability in one class should be in the same level. That is to say that the teaching under the guide of the theory of Zone of Proximate Development will take effect in the storied teaching.Regarding the students as an individual who have certain ability to study on then-own and whose development level is in the constantly changing, implementing the teaching in the zone of proximate development based on students’personal development, which are both the innovation of this paper. Owing to the restriction of my personal ability, a lot of uncontrollable elements in the teaching practice and lacking of quantized standard in the theory of Zone of Proximate Development, the result of this paper can be made much more progress.