Design Of High School Physics Experiment Teaching Based On Problem - Centered

It is proposed in the New Curriculum Standard that students’way of learning should be improved and that the present situation where too much emphasis is placed on receptive study, rote learning, and mechanical study in curriculum implementation should be changed; students are encouraged to participate actively, to explore willingly, and to practice diligently, and the abilities to collect and process information, to attain new knowledge, to analyze and solve problems, and to communicate and cooperate should be cultivated. As an important pedagogical method, experiment combines theory and practice and can improve students’way of learning in effective physics experimental learning. However, in the present teaching practice of physics experiments in high school, students are usually involved passively, which to a great extent weakens the effect of experiments in the learning of physics. So how to arouse students’ aspiration to knowledge in the learning of physics experiments is a question that high school physics teachers have to answer. "Questions", being a medium connecting teachers’intention and students’thinking, can actively involve students. More and more teachers have realized the significance of "questions" in teaching. Thus, the importance of "questions" has been quite self-evident.Ever since the problem-centered pedagogical mode entered China, it has been attracting great attention. In terms of physics teaching, a considerable amount of literature concerning the research on question-centered teaching can be found which covers a range of domains such as theoretical research, case analysis, lesson design, the cultivation of question awareness and problem solving, pedagogical modes, etc.; however, there is little literature concerning the application of question-centered pedagogical mode in the teaching of physics experiments, and the only relative researches are the theoretical discussion on the application principles and modes while those on the design of lessons are small in number and unsystematic. During my internship in a high school, I combined theory and practice and conducted a relatively systematic research on "problem-centered teaching design of physics experiments in high school".The present research is based on the basic principles of pedagogy and psychology. After reviewing the relative theories and findings on problem-centered pedagogical mode in China and abroad, an in-depth research on problem-centered high school physics teaching was carried out by adopting the methods of literature analysis, theoretical study, questionnaire survey, and field practice. Because the problem-centered pedagogical mode is applied to demonstrative experiments, group experiments, inquiry-based experiments, and designing experiments, the focus of this research is not only on the problem-centered pedagogical mode applied in a certain type of experiment, but also on the effective implementation strategies of this mode; besides, the large number of case designs the research provides adds to its validity.