The Practice Study Of High School Physics Stratification Teaching Based On Class Differences

The curriculum standards for high school physics teaching focuson improving the scientific literacy of all students, from theknowledge and skills, processes and methods, emotional attitudesand values of three aspects of students, which reflects thecharacteristics of the course objectives at different levels.Itseems that we can select the course structure, the implementationof national, local, and school curriculum three levels.at thesame time the school also could develop curriculum autonomies, thephysics teacher have the chance to restruct and choose high schoolphysics courses.This is the well high school physics curriculumresources environment for the creation of hierarchical teaching.These areas have shown the characteristics of the new curriculumideas that teaching based on students`different levels.Beforethat, in China, many professors paid their attention to them andgot a lot of other relevant studies and results. In the short timeago, the implementation is dividing the students into the differentclass and giving them different teaching, we called Well StudentsClass and Not Well Students Class, but I believe that the teachingmodel of the hierarchical teaching mode is different fromthis.because we made all aspects ensure the learning conditionsof the Well Students Classes, which would made the students ofNot Well Student Class learning motivation and learningself-confidence become bad.Hierarchical teaching reflects thestudent’s own choice, and can adjust the level of learningaccording to their various levels.This mode of teaching made thestudents of different learning levels be improved from the originalstandard, truly in the implementation of individuality classroomteaching, hierarchical mode of teaching has been welcomed by the students.But since I work from, I had been engaged in high school physicsteaching for ten years. During this time, I profoundly found thephenomenon in a particular subject learning and teachingconditions that the various schools in the class differences.This is reflected in two aspects: the first, the currentunified practice in most schools in the total score and placement,the average scores of each class to maintain aconsistent.Specifically, the majority of our region theimplementation of the class allocation strategy is to be rankedby reference score, and then by the way in the end one by one froma high average allocation to ensure that the average score for eachclass are basically consistent, that is, the so-called "parallelclass of instruction.But I found that in the process of teachingand research, a lot of class scheduling and can not guarantee thereis no difference between the various classes, especially for thespecific discipline.Reason, such as high grade when the majorityof the distribution classes refer to students’ test scores, butthe test results are basically reference score rather than aspecific single subject scores, which lead to differences in thedistribution of classes in specific disciplinesis relativelylarge.I taught two classes, the test results a tie score remainedthe same, while specific to the single subject results can not beguaranteed average.That is, each class in accordance with the overall averagetotal score of the test results are consistent.However, for aparticular subject, such as physical discipline, class resultsvary; second, because in the process of classroom instruction, thedifference between the classes, embodied in the two classes of thesame teachers brought learning environment, the class as a wholelearning orientation, class and other factors.In addition, the students entered the high school physics courses, learning methodsand strategies and junior high school physical learning, studentshave the usual study habits, interest in learning, personal hobbiesdifferences lead to differences between the students will learnafter a period of time.This difference also will be the impact ofthe classroom learning atmosphere, with the result that there aredifferences between the classes.This study is to attempt to resolve the practical problems ofeducation, which is based on class differences in high schoolphysics teaching.In order to take care of the progress of thevarious classes teaching how to recognize and deal with classdifferences, and to better carry out the physical teaching andlearning activities.For classroom teachers to teach the classdifferences of this phenomenon is worth studying, if a reasonablegrasp the difference between the classes, you can better studentdiagnosis and evaluation to help them grasp the real study of thephysics curriculum methods and strategies, access to progress.The author believes that the class differences means thedifferences between the performance and similarities anddifferences of two or more classes in the process of learning andresearch in a particular discipline.So, teaching based on classdifferences refers to teachers in the teaching process, accordingto the process taught two or more classes, with grasping andanalysis the difference of these classes effectively, and developappropriate teaching strategies and reasonable designed andorganization of teaching activities, to make these classes achievedevelop progress in the discipline of learning.First of all, the author designed high school physics teachingstrategy based on the class differences according to Vygotsky’szone of proximal development theory, Bloom’s Mastery Learning,Thomson differences in teaching theory and Rogers’ learning theory research.theoretically described the role and significance of theimplementation strategy.Secondly, in order to test its practicality and maneuver abilitythe author use the strategy to give the teaching activities in theauthor’s school class. From the analysis of variance in test scoresduring this period to initial certification of its practicalsignificance.Through all these studies, it can be concluded: it is feasible thatthe idea of High school physics stratification teaching based onclass differences is comfortable to implement new curriculumideas.And it also can improve students’ academic performance,interest in learning to play efficacy, and can provide strongtheoretical and practical support for future teaching.