A Research On The Application Of "Procedure Teaching Method" In Senior High Cooperative Physics Learning

Based on the background of high school physics new curriculum reform, thisresearch applies the United States psychologist Skinner’s the Procedure TeachingMethod to the cooperative learning of high school physics. explores the teachingmode of “Learning Guide Papers-Cooperative Learning-Procedure Teaching”, Thispaper can be divided into five sections：Section One: Briefly state the background, conception and principle ofProcedure Teaching Method, as well as the theoretical foundation and basicelements of cooperative learning, putting forward the significance and applicationvalue of this research.Section two: By analyzing the cause of high school physics learning difficultiesand the current situation of physics teaching, this section elaborates the importanceof cooperative learning in senior high school physics teaching. Besides, it alsoanalyses the reasons of the ineffectiveness of cooperative learning in present physicsteaching on the basis of some actual teaching cases.Then, it puts forward theeffectiveness of the Procedure Teaching Method to the cooperative learning ofphysics:“active response” principle, which can promote students active learning; The“small steps” principle, which encourages students to learn step by step;“immediateaccentuation” principle, which helps to improve students learning effectiveness;“self-pacing” principle, which can enhance deep learning of students;“Low errorrate” principle, which can stimulate students learning confidently. Finally, it furtherdefines the feasibility of improving the efficiency of cooperative learning in physics byadopting the Procedure Teaching Method.Section Three:Based on the theoretical research and teaching cases, this sectionexplores the effective strategies for Procedure Teaching Method during thecooperative learning of high school physics：the teaching mode of“Learning GuidePapers-Cooperative Learning-Procedure Teaching”. and it also researches how tobring this method into cooperative learning of high school physics.(1)Rendering rich situational data in learning guide papers to stimulate students to find their puzzles; creating effective question chain and accurately grasp the“target leading” principle,“zone of proximal development” principle,“logicreasoning” principle, heuristic principle, inquiry principle and hierarchical principle toboot students to think about their puzzles; depending on the features of class type tohelp students solve problems.(2)Emphasizing “active response” principle,“immediate accentuation” principleand “self-pacing” principle in the process of cooperative learning.(3)Select two classes from Grade one in senior high, as the experimental classand control class, both of which are in the form of cooperative learning. Using thediagnostic test at the beginning of the semester and the final grade as the protestand the posttest respectively, this research has made the data statistics and analysisduring the one-year practice on Procedure Teaching Method in the experimentalclass, combined with the questionnaires-“cooperative learning situationinvestigation” and student case analysis.Section four: This section carries out the practical research on citing theProcedure Teaching Method into physics learning.Section five: This section gives a summary of this research and it also givesthought of the shortcomings and the prospect of future research directions.The research show that:(1) Introducing the Procedure Teaching Method into thecooperative learning of high school physics can not only guide students to learnautonomously, but also can stimulate students to cooperate more actively, which arebeneficial for students to form knowledge structure. As a result, it makes cooperativelearning more effective.(2) It can significantly increase the secondary studentsgrades, and can achieve obvious teaching effect, realizing the real sense of “effectiveteaching”.