The Physical Situation Teaching Research In Middle School

China’s basic education reform has been carried out for many years, the Department of Education issued the new curriculum goal, the teaching material content has also made certain change, however, as we know, the reform of basic education is closely related to the effectiveness of classroom teaching, therefore, with the good teaching method is the quality of basic education realize the key of increasing. The characteristics of physical teaching is verysuited to the new curriculum puts forward concept, play an important role it will cultivate the students’ innovative spirit and practical ability of the hand.This paper combined with the characteristics of situational teaching and physics, and experience in my teaching practice, on the physical situation teaching in middle school is studied, the paper is divided into five parts.The first part describes the research background, the domestic and foreign research situationand research significance.The second part expounds the theoretical foundation of the thesis, mainly includingconstructivism, cognitive dissonance theory, suggestive teaching method and the theory of situated cognition and learning.The third part discusses the connotation of physical teaching, mainly on the physical situation teaching defined boundary and its basic elements and classroom characteristics.The fourth part discusses the implementation strategy of the physical situation teaching in middle schools, mainly including the method establishment physics situation teaching design and physical context.The fifth part is the conclusion of this paper.