Case Teaching Application Research In The Second Round Of The Three Physical Review

With the increasing development of the educational reform, theeducational concept and the teaching mode has changed greatly.Moreover, the innovation of the forms of the entrance examination hasperfectly defined the essence of the educational reform. In fact, therate of testing the basic knowledge and skills of students in the exam isincreasing year by year. The ability to answer the questions in the paperis no longer blindly demanded, while the need of testing the all-aroundabilities of students is strengthened deeper and deeper. Thus themethod of physics revision in senior3has to adapt to the changes inorder to meet the requirement of the educational reform and toenhance the comprehensive abilities of students. This essay, illustratedby the case of the second round revision in senior3, is trying to cultivatetheir creative ability, develop the inquisitive minds, and encouragethem to do the independent sustainable leaning by applying thelearning-centered teaching mode.This essay, which is divided into five parts, is based on actionresearch. The first part is the introduction, mainly on the backgroundand significance. The second part describes the theoretical basis for theteaching of the science case. In the third part, the implementationprocess conducted by author is analyzed in specific, including thedesign and implementation of the two parts of the science case. Thefourth part is the analysis of the effect the implementation of theteaching of the science case. The fifth part is to draw a conclusion onthe problems in the implementation process of the science case.Meanwhile, the essay is to prove that learning-centered modeplays a certain role in enhancing students’ learning enthusiasm,achieving the transformation of learning method and developingstudents self-learning ability by building a learning-centered classroom-teaching mode. Nevertheless, it’s found that such problemsas burdening the workload of teaching, demanding to improveteachers’ teaching and research capacity, and requiring students tobe honest when they face problems do exist in the process ofconducting the learning-centered classroom teaching mode.