Study On Teaching Strategies Of Reading Material Part In Junior Middle School Physics Textbook

Textbook is an important carrier of course, STS education is the basic science courses athome and abroad in recent years, education reform in a distinctive theme, which emphasizesthe relationship between science, technology and society and interaction between, on thereform of our teaching physics to produce had a profound impact. In junior physics teachingreform in our country, also clearly reflected in the concept of STS compulsory physicaleducation curriculum standards, teaching junior high school physics textbooks and related text.In junior high school physics teaching, physics textbook reading material part of STSeducation provides teaching materials. Therefore, the study of physics textbook readingmaterial part is the implementation of an STS education an important way.This paper uses a text analysis method and questionnaire two research methods.1.Analysis of the content of reading material part.For junior high school physics textbook (PEP) in reading the content of the material partof the section is divided into three parts,"substance","movement and interaction" and"energy" for analysis. The analysis concluded that "material" change in substance form partinvolved, property of matter, new materials and applications;"movement and interaction"involving various forms part of the movement, mechanical motion and force, sound and light,electricity and magnetism;" energy "part involves the conversion of energy, mechanicalenergy, internal energy, electromagnetic energy, energy conservation, energy and sustainabledevelopment. Content includes reading material part of the history of science, life-related,scientific and technological issues, environmental issues and resource issues these five themesclose contact with the STS education.2.Status survey of student learning analyzed.From the point of view of part of the study, students learn reading material part only stayon the surface, and no further careful study, weakening the ability of students to applytheoretical knowledge to real life.From the point of view of the part interest in learning, students generally interested inlife-related knowledge, which involves a number of columns and life-related content, the students more interested in the contents of the column, so this column can help improvestudents learn interest in studying physics.From the point of view of part of learning, students learn to read the material part ofclassroom speaking mainly depend on discussions with classmates fewer poor students’ abilityto participate in society to have very few opportunities, and therefore, should be to providestudents opportunities to enrich students ’extracurricular activities, students in hands-on braincapacity and enhance students’ awareness of science and social responsibility.3.The survey analyzes the status quo of teachingFrom the view point of view of the part of teachers to implement part of teaching readingmaterial positive attitude affected educational resources, and no action. Therefore, we shouldlearn to train teachers in the use of this part of the educational resources.From the teaching point of view on the part of teachers to implement ideologicallyconscious teaching, but in practice failed to do a good job, teachers on how to teach this partno idea, showing that teachers have not mastered the appropriate teaching strategies.From their point of view of scientific literacy, teacher education for STS poorlyunderstood, teachers ’scientific literacy is still quite lacking, so by completing the reading partof teaching materials to improve teachers’ scientific literacy.The above analysis obtained by reading material part of teaching strategies, namelycurricular and extra-curricular extension strategy penetration strategies, curricular penetrationstrategies include: the creation of a physical situation, organize classroom discussions,exercises to learn the use of three methods; extracurricular extension strategies include:conduct extracurricular activities and social practices are two ways organizations eachstrategy are cited related cases, and propose the use of each strategy should pay attention to.Because of the limitations of my theoretical and practical level, and limited writing skills,teaching strategies presented in this paper may not be very appropriate, how the effectivenessof these strategies to evaluate, pending further and more in-depth study.