A Practical Study On The "Three - Stage" Teaching Mode Of Physics In Junior Middle School

This paper analyzes the present situation of Physics Teaching in junior high school, on the basis of teaching experience and a lot of literature reading. In this paper,I propose the "three stages" teaching mode in junior high school physics teaching which is applied to the classroom teaching. The three stages are ‘situation creating,independent learning, and instant practice.’ The teaching mode includes the characteristics of many kinds of teaching modes, and combines the following two advantages: one is classroom practice the in traditional teaching mode; the other is independent inquiry learning in exploring teaching mode. This mode combines the concept of the new curriculum reform with classroom teaching; unify self-learning ability and student’s test scores; links experience with timely internalized absorption,to meet the increasing students’ learning needs and make the teaching more effective.This paper uses the research method of literature method, action research method,experiment method, etc.The body of this paper mainly has four parts:The first part establishes the theoretical foundation for junior high school physics "three stages" teaching mode, which is based on constructivism learning theory,information processing learning theory, the advance organizer and zone of proximal development.The second part defines the concept of junior high school physics "three stages" teaching mode, put forward the design idea of this mode, constructs the basic structure and points out the difference between this mode and the others. This part also put forward the teaching strategies of each module in "three stage" teaching mode, with reference to the program teaching mode and master learning mode. This part constructs each module with the daily teaching cases.The third part is the practice research in this mode, compared with the traditional teaching mode. The experimental objects are two parallel classes in Grade Eight. I rethink the teaching cases, find the advantages and disadvantages of this mode, and improve it. I analyze the pre-test and the post-test, find there is no obvious difference between the experimental group and the control group. However, the knowledge of physics in Grade Eight is quite easy, it is probably fair to say that the mean difference,which is 1.95,can be regard as the difference in students’ achievement between twogroup. It shows that the "three stage" teaching mode has certain superiority. In addition, I find that this mode has a positive impact on students’ homework standard and learning initiative by the analysis of students’ homework, self-reflection and communication in teacher group.The fourth part summarizes the use points and steps of this mode, analyze the positive influence on students and the teacher. Meanwhile, this part points out the disadvantages and limitations of this mode such as short time of research and few experimental objects, etc. I support some methods how to exploit the potential of this mode and improve it.