Research On The Strategy Of Physics Teaching In Senior Middle School Based On The Same Class

As a comparative study of teaching methods,"the heterogeneous same lesson "uses daily teaching problems as an entry point and the specific teaching content as thecarrier to explore teaching improvement, improve classroom teaching quality, andpromote teachers’ development. High school physics is a subject which has athorough knowledge of the systematic and logic. It’s difficult to learn. How toimprove classroom teaching quality to help students learn physics more effectively inhigh school is a problem that has been thinking about by a lot of front-line teachers."The heterogeneous same lesson " is a beneficial exploration carried out in order tosolve this problem.This paper used the related theory of "the heterogeneous same lesson" asdirectors,combined with case analysis and experiments to have a study which is inorder to optimize the teaching strategy of the " heterogeneous same lesson" for highschool physics teaching. The full text is divided into seven parts.The first part is the definition of related concepts. It also gives a brief descriptionof the problem and significance of the research, and the current situation at home andabroad for this research project.The second part is mainly talks about the "theory of basic research". This partbriefly discusses the concept and form of activity of "the heterogeneous samelesson" and summarizes the feature of the " heterogeneous same lesson” based onthe basis of the analysis theory. And then analyzes its revelation which aims at physicsand physical characteristics for physics teaching in high school.The third part is about the teachers’ awareness and participation of the“heterogeneous same lesson”, and survey and analysis of students’ attitude to"theheterogeneous same lesson”.The fourth part uses case analysis method to dissect the three types of "theheterogeneous same lesson"for high school physics in detail, and reflect physics teaching by using analysis method of slice chip.The fifth part uses the scientific method to compare and summarize the findingsof "the heterogeneous same lesson”’ and then proposes to optimize the high schoolphysics teaching strategies.The sixth part is about the experimental study of high school physics, which uses"the heterogeneous same lesson"as a theoretical guidance, based on the theoreticalstudy, combined appropriate instructional design and the actual situation of highschool physics teaching. It is practiced in high school physics teaching. The results ofexperimental studies indicate that the using "the heterogeneous same lesson" theory toguide physics teaching in high school can get a better teaching result.The seventh part explores the inadequacies of the research and prospect theresearch of this subject.