Study On Junior Middle School Physics Classroom Teaching Under The 315 Teaching Mode

The new curriculum reform requires to cultivate students’ autonomous cooperative inquiry learning ability. This thesis was based on the construction theory, the Student based theory, autonomous learning theory, cooperative learning theory and Bloom mastery learning theory, and combined with the Rural School of junior middle school physics teaching practice. It studies the 315 teaching mode of junior middle school physics classroom teaching. The 315 teaching mode is a teaching process of the three modules:preparation, presentation and feedback. All the teaching work revolves around a center:the students’ lifelong development. The class implements five links:review, self-study, display, summary and testing. Its purpose is to change the traditional indoctrinating teaching, reflect the dominant position of the students in learning, and train students’ interests in learning physics. At the same time, it improves the students’ autonomous learning ability and the quality of teaching in rural areas, providing the reference for the teaching reform in rural schools.Based on 315 teaching mode, this study puts forward specific implementation requirements of the practice of Physics Teaching in the application of the three modules and five aspects, and studies the cases in junior high school physics concept class, law class and experimental class, according to the characteristics of different types of courses of junior middle school physics curriculum. And the research of the thesis applicates the practice of physics teaching. Through the experimental class and the control class analyzed and comparison of results and questionnaire before and after the experiment, the author tests the function and effect of learning efficiency and learning style of students’ learning interest, confidence in learning, autonomous learning ability and learning habits.It has been proved by practice that the 315 teaching mode can enhance teachers’ classroom implementation capacity. It also improves teacher’s education and teaching ability, cultivate students’ autonomous learning ability, and can help the students develop an ideal learning habits. What’s more, it can enhance students’ interest in learning physics. All the things show that the 315 teaching model of junior high school physics classroom teaching is feasible, it is worth to be studied and promoted.