Research On Physics Teaching-case Study Of High School

With the continuous progress of human civilization, education is also undergoing acorresponding change in the traditional teaching mode which cannot meet the currentdevelopment of education. That teachers become researchers is an inevitable trend of teacherprofessional development. Under the new requirements of the new physics curriculum, themajority of physics teachers actively participate in various forms of teaching research in a longtime however disconnection between educational theory and practice in teacher research becamea major problem.Case study method could effectively solve the contradiction between teaching theory andpractice. In this thesis, after studying the case study considering the characteristics of thephysical class, I attempt to apply the case study method to the study of physics teaching. As afreshman of the case study, I divide the thesis into three parts, combining my growth of theresearch study.The first part concludes the first two chapters. The first chapter presents issues raised, thevalue of teaching and research background of the case study method. The second chapter is thetheoretical basis of this thesis which a systematically presents the case study method, it includesthe contents of the characteristics of the case study method and the type of study.The second part belongs to the third chapter. With the learning of the case study and thecharacteristics of physical classroom teaching cases, I referent the part of the case study whichcan be used to research the teaching case study, and I modified it to make it suitable forresearching the physical teaching. Because of the particularity of research purposes in physicsclassroom teaching cases learning, the teaching cases writing which is different from thesociology case also included in the process of research. Then we introduce the writingrequirements and methods in detail. Considering the physical classroom teaching cases, I absorbthe six types in the sociology case study by Robert. K. Dr Yin and transform them into four typessuitable for physics classroom teaching case. Instead of single or multiple case study, I classified the exploratory and descriptive case study in the sociology case study to be experience learningstudy, while the explanatory case study to be theoretical construction study. Finally, drawing onDr Yin’s experience, I summarized two analytical skillfulness: time series analysis andassociated factors’ analysis. This is an important tool to research physical classroom teachingcase study.The third part contains the fourth, fifth and sixth chapters. I applied the theory in thirdchapter to high school physics class case study. The fourth chapter is the experiential learningstudy of physical classroom teaching. I choose the “Magnetic field and the Magnetic inductionline” as a research topic, studied the case of teaching others firstly, absorbed their experience,and then applied to my teaching internship process, finally wrote down teaching process into thecase and made a detailed study, presented to the reader. The fifth chapter is about the studytheoretical constructing in physical class teaching. One is based on “Friction” to construct logicalreasoning model and the other is based on the doubts problems of “Newton’s second law” toanalysis that exist in teaching case. The sixth chapter is the conclusion which described theshortcoming and future prospects of this thesis research.