Design And Practice Of Physics Teaching In Junior High School Based On The Differences Of Learning Situation

The In the tide of the new curriculum reform, different teaching theory is proposed and used, in the junior middle school physics teaching design to analyze the learning situation, and combining with the theory and the theory of the zone of proximal development construction, the author in the junior middle school physics class were a period of a year and a half of difference teaching design and application in practice. In this study, the author mainly uses literature method, questionnaire survey method, practice and so educational scientific research methods, through access to domestic and foreign about learning differences and physics classroom teaching design of relevant literature, understand students' differences and types; understanding of the physics classroom teaching design of meaning; put forward based on the learning differences of junior middle school physics teaching strategy design and practice, sorting out the elements of students' difference of junior middle school physics teaching design based on, and then designs the junior middle school physics classroom teaching typical cases, and in Wulanchabu City, Beijing No.8 Middle School selects two parallel classes of junior middle school physics classroom teaching practice.Specifically, the first chapter starts with the problem, mainly expounds the concept of the differences in learning situation, as well as the history and current situation of the development at home and abroad, and expounds the significance of the research. The second chapter elaborates the three theoretical foundations of the theory of constructivism, the theory of Proximal Development Zone and the difference of teaching theory. The third chapter attempts to the author taught two classes as samples, through the course of survey questionnaire test, to understand the situation learning difference analysis, and accordingly research and collation of the differences in learning of junior high school physics teaching design strategies, puts forward the teaching design in the consideration of several factors, finally according to the different types of classes, the students love the teaching design case based learning goals for the same. The fourth chapter on the implementation of the results of this thesis are the qualitative and quantitative evaluation summary. Summary, through the analysis of differences in learning, teachers can well grasp student's thinking trend, basic level, learning interest, learning skills etc., understand what knowledge the student grasps not good, what needs to be strengthened. At the same time, student's understanding ability increased, learning performance improves.