The Implementation Of Tiered Co-teaching In Junior High School Physics Teaching

It is clear and definite as a leading thought in"the Shanghai Primary and Secondary School Curriculum program"that our education must face to the modernization, face to the world, and face to the future. And it is also proposed that we must perfect the learning mode, and sparkplug the organic combination of the learning mode of self-determined exploring, practical experience, as well as cooperation and exchange with the learning mode of acceptance, and sparkplug the learning process as an organic unity of "doing", "thinking" and "speaking" .Student development-orientation is the core opinion for the junior middle school physics course. We must pay attention to comprehensively improving the students'basic literacy, and promote the self-determining, the inquiring and cooperation in physics learning. And we must gradually change the learning mode, and make our students gradually develop a scientific attitude which makes them good at inquiring, sharing, cooperating and practicing. We must also face to all the students, and gradually realize the development for different levels on the basis of achieving common demands to meet the needs of different leveled students.As the new curriculum reform deepens, we have to face all the students in our teaching. We should also take into account the difference of students'personality. Therefore, it requires a new way for different levels in the classroom teaching, which can make all the students progress level by level. Cooperative learning will develop the capacity of cooperation and exchange. Optimization comprehensive classroom teaching has become a hot topic, which is generally concerned about and is explored hard by a vast number of educators.Sociology and psychology research indicates that there is difference among students. Therefore, we can not use the same teaching mode for all students. We should respect the difference among the students, and practice leveled teaching in the classroom based on the principles of"teaching students in accordance of their aptitude". In the process of leveled teaching, we must first analyze the difference, and divide the students into different levels. By the establishment of multi-level teaching objectives and the diversification of various learning activities,we can meet the development needs of all students, and make every student get well development and attain the purpose of the Quality Education.In actual classroom teaching, student dominating is not only represented as the study dominating, but also the teaching dominating. This is the reason for that "the difference among students is a teaching resource to be developed and used". Therefore, teachers should try to create an atmosphere of cooperative learning in classroom, and promote an interactive relationship for teacher-student, or student-student. Students of all levels will develop their talents, help each other, and make improvement together in a cooperative learning atmosphere. So we can achieve the purpose of improving the quality of students.In teaching the physics, for this reason, I try to change the learning way of my students and practice the hierarchical cooperative learning. First of all, I make a theoretical analysis of domestic and foreign status of stratified teaching and cooperative learning. Then I try hard to explore the possibility of practicing the hierarchical teaching and cooperative learning. In practice, I also discuss the teaching principles, methods and approaches of the hierarchical and cooperative education. This thesis consists of three parts.The first part of the thesis discusses the basic concepts of teaching, and the basic theory of hierarchical teaching and cooperative learning. Then the importance of stratified teaching and cooperative learning in physics is analyzed.In the second part of the thesis, my opinion is raised under the guidance of the basic theory that layered and cooperative teaching will completely change the classroom teaching style. The teaching mode of the hierarchical and cooperative teaching in physics is sketched.In the third part of the thesis, each key element in layered and cooperative teaching mode in physics course is discussed in detail, and the strategy of the layered and cooperative teaching in physics course is further studied. The teaching practice in class 4 of third-year junior high school is then displayed. By preliminary analysis of the specific cases, we have got an in-depth understanding to the basic theory of the layered and cooperative teaching mode in physics class. I hope to provide some references to understanding the theory and improving the practice for those teachers who are working in the front line of physics teaching.