Research On The Teaching Design Of Electrostatic Field In High School Physics Selective 3-1

In recent years,with the constant development of the new curriculum reform,more and higher requirements has fallen on students' development.High school physics teaching takes the responsibility for cultivating students' scientific literacy,improving students' practical ability,updating students' thinking mode and so on.It is crucial to do a good job in teaching design so as to make the above tasks come true.The existing teaching design researches mainly focus on the theory and macro level,but they haven't paid enough attention on the practical aspects,such as unit teaching design researches of high school physics and so on.Leaded by the cognitive teaching theory,this research will have a systematic teaching design research on Electrostatic Field which is selected from high school physics elective 3-1 by using literature review and investigation.According to the general pattern of teaching design and the systematic analysis of teaching content,we can work out the three dimensional target,analyze the students and choose teaching methods,teaching models and teaching strategies by combining with the physics curriculum standard of ordinary high school.At last,aiming at the periodicity of teaching,this research will choose six topics which are the Coulomb law,electric field intensity,electric potential energy,electric potential difference,the relationship between the electric potential difference and electric field intensity and the motion of charged particles in electric field.The teaching process design will be carried out mainly from three aspects which are the introduction,teaching and consolidation of a new class.At last,I assessed the teaching design named ‘electric field intensity' by doing the following things: handing out questionnaires to students and interviewing teachers to get their feedback on the design.Also,I conducted a survey with the purpose of knowing front-line teachers' opinions on the importance of teaching design procedures.All of that results in these findings: First,teaching design procedures usually include: teaching content assessment,confirmation of teaching aims,assessment of in-class performance of students and choosing ground-based methods.A comprehensive consideration of the procedures above will be taken before the designing starts.Second,every procedure is meaningful with confirmation of the three-dimensional aims,assessment of in-class performance of students and procedural design being the key steps.Third,both in terms of content and method,there are similarities and differences between college and high-school physics.The similarities are embodied in definitions of certain physical quantities and teaching content while differences in forms and deductions of physical expressions.Generally,static electric field in college physics is more profound and comprehensive with more rigorous logic and precise explanations of physical phenomena.In a high-school physics class,the guiding role college physics plays should be given serious attention.