Practical Research On The Junior Middle School Physics Classroom Teaching Model Which Centers On "Learning"

As a teacher in the teaching forefront, I can deeply understand the pressurefaced by the current basic education is high and the task is arduous. First we are inthe environment of education which requires us to strictly implement ‘Five strictregulations’ and control the students’ time at school as well as their homework, etc.Second, the parents attach great importance to develop and train their children’sability. Our schools also need good teaching effect and excellent teaching quality toimprove their teaching brand... The former leads to the limited teaching time, thelatter leads directly to our arduous teaching content. Effectively solving thecontradiction is my purpose of this study. I choose some students in my school asresearch objects and the subject "Physics" as the main research subjects to study thejunior middle school physics classroom teaching model which centers on "learning".The subject uses constructivism as the main theoretical basis and starting point tostudy and improve the preparation before teaching and implementation process inthe process of teaching, also some taches need to pay attention to are discussed oneby one. In the preparation process before the implementation of the teachingprocess, the more requirements to our teachers is to have a three-dimensional studyon the physics curriculum standards in the junior middle school, the exam outline,and science frontiers, etc, and we should objectively and accurately grasp theemphasis and difficulty in the classroom, instead of relying on the empirical. Werequire our teachers to have a "two-way breakdown" of knowledge each class. Sothat we can do targeted guidance around the key and difficult points in the class andorganize students to explore knowledge, it is also helps part of the implementation ofgenerative teaching. In terms of students, during the classroom teaching process, theteachers should effectively organize students to preview before class, but in class weneed to put special emphasis on arousing the students’ desire of seeking knowledge,the experience of learning process, and promoting team cooperation. Of course, inorder to be able to urge the students to implement the above-mentioned learningtask have a clear teaching goal, our teachers in class must add the "classroom feedback" link, in order to test the students learning effect and achievement of theteaching goal. Then the teacher has an appropriate supplement of classroomteaching once a week according to the testing results.By comparing the quality of teaching of the experimental group and the controlgroup during three years, we found significant differences, the experimental groupstudents’ grades are better than control group students’ grades.The experimentalgroup students practical ability, creative ability, communication and cooperationability and so on are all superior to control group. Three years of research resultseffectively prove the junior middle school physics classroom teaching model whichcenters on "learning" can effectively improve the effectiveness of classroom teaching,increase students learning purpose, practise and cultivate the students ability ofdivergent thinking and expressive language skills, team cooperation ability and theability to solve the problem. It also effectively solve the contradictions:"teaching timeis limited" and "teaching task is arduous", and completely accords with the newrequirements of modern junior middle school physics curriculum standards and hope,conform to the requirements of social development. The learning-focused teachingpattern in the junior middle school physics classroom teaching mode" is suitable forurban secondary compulsory education model of effective teaching.After three years of practice, We are beginning with "physical" teaching, Thelearning-focused teaching pattern is slowly permeate into other subjects.