A Application Study Of Task-driven Teaching Method In Junior Middle School Physics Concept Teaching

Physical discipline attaches great importance to the combination of experimentand theory. It has very strong logical thinking and practice. Middle school physicsteaching due to make students get the basic physics knowledge and scientific literacy.Junior high school physics includes the ideas, methods in the process of subjectexploration and physical laws and concepts. As a result, while concept is the footstonefor construction of scientific theory. The effect of classroom teaching directly affectsthe degree of physical knowledge construction, and also the establishment anddevelopment of the overall knowledge framework by the students.Influenced by traditional teaching methods, students often adopt the way ofmemorizing to learn concept, ignore the understanding to process of conceptconstruction, and also can’t deeply understand the connotation of the concept. As aresult, they are faced with some difficulties of not being able to explain the physicalphenomenon and practical problems by applying concept. Therefore, for the study ofconcept teaching, we need to base on the formation rules of physics concept to seekscientific and effective teaching methods. Task-driven teaching method, based on theconstructivism theory, lay emphasis on a variety of learning tasks and pay attention tothe generative process of knowledge. Although the research for the teaching methodat home and abroad has made important progress, there still lacks the study ofapplying it to teaching practice.In the paper, through the analysis of concept teaching importance and researchstatus, and by virtue of some research approaches such as consulting literature methodand contrast method. First summarizes the theoretical basis and basic essence oftask-driven teaching method. Then according to the characteristics of the physicalconcept and formation process, the applicability of carrying out the concept teaching by applying the task-driven teaching method is discussed in the theoretical level, andthe concrete implementation strategy has been designed. Through relevant case design,the application of the method is practically investigated and discussed. Finally, thepaper makes an analysis of the advantage and disadvantage of carrying out physicsconcept teaching by applying task-driven teaching method, and makes a summary andreflection. It is expected that the study would be helpful to the development of theconcept teaching theory, and provide the valuable reference for optimizing theclassroom teaching.