Research On "Assignments-teaching Strategy" In High School Physics

At present, the new curriculum has been popularized in our country, and there is a largeamount of works on teaching design. However, most of the works are fragmented andincomplete, lacking in systematic description and practicable strategies of assignment-teaching.There is another important problem: the huge amount of physics assignment which reducesstudents’ free time hasn’t improved their academic performance, but killed their interest inphysics. Therefore it is of great importance to improve the assignments-teaching strategy andexplore the optimization in each stage of high school physics teaching.This paper first discusses the concepts of assignment and assignment-teaching based onliterature study, and then presents the results of questionnaires and interviews on the currentsituation of physics assignment in high school. Action research on assignment-teachingstrategy has also been applied in the teaching practice according to three problems. Theexperiment lasts a year. The subjects are two classes from all the twelve regular classes of gradeone. The experiment applies “two-group of the same conditions post test design”, and theconclusion is made based on the analysis of questionnaire results and interviews. This paperintroduces the design strategy, organizing strategy and evaluation strategy of assignment-teaching in high school physics with cases. In the end, the whole assignment-teaching processis presented with block diagrams.The assignment-teaching strategy in this paper includes three aspects. First, focus on thesystematization of assignment design with the learning guide as the carrier. Assignment forstudents before class, in class and after class should be systematic, scientific and reasonable.Second, focus on the organizing strategy of assignment teaching. Task-based and systematicorganizing methods should be applied. Teachers should give proper, clear, and workableassignments (tasks) in each stage of teaching and help students carry out independent-cooperative learning. At last, focus on the evaluation. Intensify the process management ofassignment-teaching and improve the operability of process evaluation. We should combineprocess-evaluation with result-evaluation and combine quantitative evaluation with qualitativeevaluation to help students take responsibilities for their own learning and stimulate their ownmotivation.We should say it that the assignment-teaching is not necessarily a way of “small cycles,frequent feedbacks” or “post-teaching” or “a flipped class”. However, it is definitely systematic.Only in this way can we achieve highly effective teaching.