The Practice Of Physics Teaching In Junior Middle School Based On The Students’ And Teachers’ Learning

Reform of basic education is the fundamental of personnel training.Nowdays, reform reform of basic education has been on for more than ten years in China.During these years,a variety of theories about teaching reformation have appeared. In order to stimulate students’ potential learning ability and change the classroom teaching that restricts students’ learning ability,the top priority is to establish a new teaching model base on students’ learning,which can cultiveate studengts abilities of self-learning, cooperative learning, research,demonstration and communication.So we have carried on the strategy research and pratical exploration of classroom teaching based on students’ and teachers’ learning. We find solutions about how to deal with contration between the current teaching mode and the potential learning ability of students by reforming courses teaching.This paper is divided into five parts. In the first part,the backgroup of the research is stated the origin and the basic concepts of students’learning classroom is intrduced the theoretical basis of the study is analyzed and the basic strategies and methods of students ’and teachers’ learning in classroom are put foward. In the second part,the application of the action strategy in the middle school physics teaching is discussed, and the basic strategies and methods of structured preview in these thue class types,the physics concept, physics and physics experiments are studeced. The third part,1 point out the application of the classroom courses of action strategies in junior middle school physics teaching, discuss the action strategies about student autonomous cooperation and showcase learning action strategies and teachers intelligent guid learning. In the fourth part, we discuss the application of the learning strategies in junior middle school physics teaching, and discuss the strategies of the students’ returning to the evaluation and the evaluation of the teacher’s returning to guide learning. Finally, the fifth part describes the students’and teachers’ learning classrom teaching problems and solutions, and to learn of the students’and teachers’ learning classrom future prospects.