Autonomous Learning Research On "Guided Learning Program" As A Carrier At Hign School Physics Exercises Class

Today, it is imperative for changing education idea, reforming the cultivation mode andimproving the teaching method, with a new round of basic education curriculum reform carried out.New Curriculum reform advocates independent learning, cooperative learning as well as inquirylearning, which has deeply rooted in the hearts of the people. For an educator, how to effectivelychange the students’ learning pattern and improve the students’ learning ability, become animportant topic of education reform. With the advent of the high school teaching reform of newcurriculum, and the reform of college entrance examination system, various teaching modes haveappeared in succession. In this study, several teaching modes of independent learning in physicsexercise class were established via high school guided learning program as a carrier, combining theindependent learning theory, teaching practice in exercise class, the use and promotion experienceof the guided learning program, as well as the psychological characteristics of students. Andfurther study of teaching modes were deeply discussed and practiced in this thesis.The main content of this thesis: I. I systematically combed the existing theory of independentlearning, exercise class and learning program guiding study of high school physics, which providedthe education and psychology theory support for the self learning practice through guided learningprogram as a carrier. II. The current physics exercise class, independent learning and the use ofguided learning program in high school physics were investigated through the form ofquestionnaire survey. And the investigation and analysis reflect the actual situation of the currentteaching; III. The strategy of writing guided learning program and the strategy of self-studyimplementation in physics exercise class through guided learning program as a carrier wereobtained according to the research and the first-line teaching experience of the author. Specific,highly targeted writing case was offered according to the authors experience as an editor and userof guided learning program for many years. IV. Three teaching modes of high school independentlearning in exercise class were summarized using guided learning program as a carrier. The firstone is the exercise class for consolidating the knowledge, including parallel exercises group ofguided learning, and self practice-each other telling-common evaluation; The second one is theexercise class for specific training, including ladder exercises group of guided learning,practice-discussion-summary; The third one is the exercise class for commenting papers, including compensatory exercises group of guided learning, self correcting-mutual inquiry-complementexercise. The applicable objects, teaching process and operation points for every kind of teachingmode were described in detail. V. This thesis provided detailed classroom teaching cases for eachtype of independent learning in exercise class, in order to offer specific guidance and referenceresources for the implementation of the teaching mode.In this study, a literature analysis method, questionnaire method, action research method,qualitative research method and et, were used. The innovation points of this thesis are as follows: Itis the first time to our knowledge that the independent learning, high school physics exercise classand guidance learning using guided learning program, were organically unified in together. Andthree easily operated teaching modes using guided learning program as a carrier in exercise class,and corresponding writing modes of guided learning program, were put forward. The innovationsfind a feasible breakthrough for students’ independent learning of high school physics, as well asfor the effective implementation of new curriculum reform.By one year study and implementation, the research has made some changes in high schoolphysics teaching methods and students learning way, improved students’ independent learningability, and promoted students’ comprehensive qualities. At the same time, the limitations andconstraints of the research were summed up, for example, the large size class, and the reform ofcollege entrance evaluation system, needs further research.