The Practice Of Emphasizing The Teaching Important Points Of Senior High School Physical Mechanics By Using Visualization Teaching

One conception of new curriculum reform is giving the classroom back to students which requests teachers manage to stress the main points within limited time in the class.Mechanics is the most fundamental part of high school physics,mastering knowledge of mechanics could lay a good foundation for further study.How to more effectively highlight the main points of high school physics mechanic on class-teaching is the issue of scholars and teachers to continuously explore.The purpose of this study is to explore how to use visual teaching for highlighting the main points of high school physics mechanic on class-teaching and what effect it is.The meaning of this study is to use visual teaching for highlighting the main points of high school physics mechanic on class-teaching,rising interests of students of learning physics,improving the thinking pattern,and promoting the students to have a good common knowledge of high school mechanics.The focus of this study is to highlight the main points of visual teaching high school physics mechanics of the classroom teaching methods.First of all,we give the definition of the visualization,the concept of the visual teaching and class-teaching main points;Secondly,on the basis of research status of highlighting the main points of high school physics mechanic on class-teaching,we use questionnaire surveying method,interviewing method,case method,through classroom teaching practice,we conduct a preliminary exploration by using of visual teaching mainly classroom teaching high school physics mechanics method combining with the dual coding theory,bloom education target classification theory,and constructivism theory.This study sets up a series of educational practice by using visual teaching to outstanding high school physics mechanics effect of classroom teaching.Choosing two senior student at same level parallel class from aordinary high school as the research object for a term of practice teaching research.Setting two comparable to the experimental group and control group,questionnaires,understanding the visual teaching activities before and after the change of the students' interest in learning physics.And the two groups of students in physical performance test,the first unit test scores as a pretest scores,the final exam will school grades as a measurement result,after that,we use Excel software and SPSS19 software for statistic analysis.Research conclusions: before and after the practice teaching,the control group has no obvious changes of the students' interest in learning,and the experimental group students' interest in learning has improved significantly.At the same time,the basic level of two groups of students has no difference in academic performance before practice teaching,after a semester of study,the experimental group students' academic performance is significantly higher than control group.In class teaching,classroom teaching methods by highlighting the main points of visual teaching high school physics mechanics could promote the students' mastery of knowledge of mechanics and the development of thinking,and thus improve the students' academic performance.Before this practice study to verify the experiment,the basic hypothesis of this study demonstrates that the proposed preliminarily in the teaching of the use of visual teaching mainly classroom teaching high school physics mechanics is effective and feasible.Finally,it reflected on the whole research process,to find the shortage and offer some references for further practice research.