The Application Of "Problem Continuity" Theory In The Design Of Physics Teaching In Senior Middle School

The idea of new courses requires letting students go through scientific procedures and take scientific ways to meaningfully learn, on the basis of focusing on fundamental knowledge and skills in physics lessons. What’s more, it also pays attention to the formation of students’ feeling, attitude and value. We design our teaching from Problem Continuum, which combines teachers’ directing roles with students’ principal parts in our studies. Then students can raise their questions and ponder individually under the given questions, making themselves learn surrounded by teaching. It can cultivate students’ ability to find and settle problems and build up their creativity. This idea is the three-dimensional object in fulfilling the new courses, one of the methods to change the disjunction between teaching and learning in current Physics and enhance the efficiency in lessons.This dissertation has five parts.1. Briefly elaborate on the background of education and current condition of Problem Continuum home and abroad, state the meaning and target of this study to define the contents and methods.2. Demonstrate the connotation of Problem Continuum via analyzing its implications, compared with relevant concepts to analyze the function of Problem Continuum in teaching designs, according to related ideas.3. Resort to questionnaires to study current conditions of high school Physics teaching, then analyze the problems in the research and prepare for the presentation of Problem Continuum.4. Research on the applying skills of Problem Continuum in teaching designs, put forward design requirements, thoughts and strategy of this.5. Relying on specific cases to analyze and prove the feasibility of Problem Continuum in high school Physics teaching design.