Use "folding To Learn Card” Feeling Learning Experience Of Junior Middle School Physics Teaching Practice

New curriculum standard advocates teaching should take students as the center, to better implement new standard requirement, based on the current prevalence of teaching physics teaching practice is given priority to with the teacher, the students’ initiative and participation is not enough, lack of learning confidence, poor students learning experience were problem, the author combined the actual work itself exploration by using "folding learning card" feeling learning experience of junior middle school physics teaching practice. "Folding card" teaching consists of three parts: “before learning” to explore solutions to issues assigned by the teacher, explain the reason of the options or solutions, problems, or learning goals; "Learning" in the record layout problem solve before learning the required knowledge, problem solving method, record the learning process; "After learning" FAQ summary, the study summarized, clear learning goals in the future, etc. This method attaches great importance to the dominant position of students in the learning process, students are required to record in a timely manner all kinds of feeling in the learning process, summarize and evaluate their own learning process, emphasizes the students’ learning experience and autonomous learning habits, effectively arouse the students’ interest in learning physics and confidence, improve the students’ physical thinking ability and knowledge level. The author through the chart analysis, questionnaire survey method, literature method, conducted a study and analysis, and selected the experimental class and control class were analyzed. After a semester of physics teaching bold attempt, physical "folding learning card" basic play the advantage of the good study results have been achieved, for junior middle school physics teaching to discuss a new attempt and approach.The author in this paper in detail introduces the application of physics "folding learning card" and the characteristics of the structure, function and comparison with other learning tools, seriously analyzed the physical "folding learning card" in the deepening knowledge understanding, experience learning, enhance learning confidence, improve the important role of expression ability, etc. The emphasis on the students in the process of learning how to take the initiative to study, record the learning process in time, really feel learning methods, such as learning progress. And sums up the theory of the zone of proximal development and metacognitive strategy instruction meaning and theory support for it. Through enumerating typical cases in the practice of teaching, vivid embodiment of the main characteristics of physical "folding learning card", by comparison with experimental classes and that in comparative classes to seek truth from facts of quantitative and qualitative analysis, and carefully summed up the shortage and improvement direction in practice, for the use of physics in junior middle school physics teaching "folding learning card" made a beneficial exploration.