Design Of Life - Oriented Problem In Physics Teaching Of Junior Middle School

With the idea "from life to physics, from physics to society" advocated by the new compulsory education physics curriculum standards, the exploration of life based teaching in physics is followed. Since it is just an idea in physics education, the supporting of both the theory and practice is not enough, which makes the exploration process is difficult to move forward. This dissertation gets start from this idea, and proposes the perspective that uses the life based question teaching form to teach the physical law by analyzing the weak point of the life based teaching in the physical law.The discussion of life based question teaching form in this dissertation consists of three parts. They are the analyzing of physical law teaching in junior high school, constructing of life based question and the designing life based question in the junior high school physical law teaching.From the definition perspective, the feature perspective and the teaching requirements perspective, part one analysis the content in physical law teaching to make the object in life based question design clear. Based on the knowledge nature and the current physical law teaching situation, part one draws the general teaching process of the physical law in junior high school, which supports the organization of life based question.Part two defines the life based question and proposes three key elements of it, including life context, the question in this context and the organization of the questions. Then part two descripts the three key elements separately——(1) the four characteristics of life context; (2) the requirements of effective question, the form of the question; (3) the relationship of life context and question, how the questions join together to form a sequence. The three key elements are considered as the three aspects of designing life based question in junior high school physical law teaching.Part three consists four sections. Section one proposes the life context designing strategy in junior high school physical law teaching which includes the requirements and the means in context creating. Section two classifies the effective question in two five kinds according to students learning style, and proposes the designing strategy of core question and processing question. From the perspective of teaching order and effect, section three discusses how to organize the content and students’ feedback separately. The last section uses the designing strategies to design and analyze the lesson of’Newton’s First law of Motion’.In the end, the dissertation briefly summarizes the life based question design in junior high school physical law teaching.