Practice And Optimization Of "Experiential" Teaching In Physics Class In Senior Middle School

The paper mainly studies the practice and optimization of t he experiential teaching in physics in senior high school, which involves the study of the current situation, the teaching design and the optimization strategy of experiential teaching. The main research methods adopted include: literature review, statistical collection and analysis, questionnaire and case study.This paper is divided into six parts. In the first part, the paper introduces the background of the study, namely the "two bases", and the significance of this study, namely the "two benefits", and discusses relevant literature review, namely the "demarcation of two concepts, and analysis two current situations". At the end of this part, the paper proposes the methodology to be adopted i n the study and the operational procedure of the study to be conducted.In the second part, the paper gives a general overview of experiential teaching from three perspectives: the characteristics of experiential teaching, the learning features of senior high school student, and the significance of the adoption of experiential teaching in senior high school. This part also illustrates how experiential teaching model can invigorate physics classroom instruction by making it more intriguing, interesting and enlightening.In the third part, the paper describes the three-dimensional questionnaire survey conducted in the study and analyzes its result. The papers points out that there are flaws in the current experiential teaching class from the following aspects: situation creation, teaching design and application and it also points out the way to better it.In the fourth part, the paper proposes to optimize the teaching design from three perspectives: "experiential situation-introduction", "experiential research activities" and "experiential application". The paper also endeavors to optimize teaching strategy from three perspectives: "situational experience", "conceptualizational experience" and "affective experience".In the fifth part, the paper discusses the teaching effects of experiential teaching. The paper uses SPSS software instrument to quantify the four major test scores to evaluate the significant level of the data. Based on the result of the analysis and the author’s personal teaching experience, a further analysis is made here.In the sixth part, the paper gives a brief summary and draws the conclusion of this study and states the directions of future research.