Physics Teaching Design And Practice Based On Group Cooperation Learning In Senior One

Recently, the reforms of classroom teaching have been implemented all over the country, of which a "group cooperative learning" mode aimed at improving students’ motivation to learn is mainly implemented.However, due to the unreasonable instructional design, the teaching effect is not optimized in the specific implementation process. This paper mainly analyzes and deals with the problems that come up in the design of handouts, teaching process and evaluation in senior 1 physics teaching.Besides, it puts forward a teaching design that is up to students’ cognition and psychology in learning physics. After six months of teaching practice and assessment carried out by way of questionnaires as well as the examination analysis, I find the new teaching mode can improve students’ ability of cooperative learning.In this paper, I mainly use the methods of questionnaires, random interviews and cases analysis among regular classes(class9, class 10,class 11, class 12) and key classes(class 13, class 14, class 15, class 16).By studying and analyzing the problems coming up in “physics teaching design and practice based on group cooperation learning in senior one”, Ifind the inefficient classroom instructional design is mainly reflected in the following aspects:(1) Handouts can not play a guiding role throughout the classroom teaching. Contents in it can not inspire students to think but be used as exercise books, which as a result do not play its leading role.(2) Teaching design is not scientific. The design of each teaching stage does not meet high school students’ habit of learning physics and the students can not really be individualized. Thus, group cooperative learning turns out to be a group of good students to learn,while the weak students can not participate in it.(3) The unreasonable evaluations result in the inefficiency of cooperative learning. To solve these problems, I designed a more reasonable teaching design that is equal to students’ cognitive and psychological characteristics of learning physics. I used class 9 and class 15 as experimental classes and other classes as the control classes. For as long as six months of teaching practice together with re-survey and comparison within test scores, I find the experimental students make more substantial progress in respect of their interest in learning physics and their satisfaction with the new teaching design. Meanwhile they have made significant progress in their examinations. Therefore, it proves that the new teaching design is effective, which can improve students’ achievement and learning initiative.“Physics teaching design and practice based on group cooperationlearning in senior one” is formed on the basis of current teaching reform of my school. So it is more suitable for schools with poor quality of students and weak teaching conditions. Considering students are from various schools, and the teaching environment is not exactly the same, I suggest that while using it, you’d better identify the detailed rules specifically and selectively rather than copy, At the same time for different types of lessons, you need to use it flexibly so as to reach the ideal teaching effect.