The Research On Improving The Physics Teaching Effect Of High School By Using The Same Class Isomerism Resources

The same class isomerism is a new teaching research method in the field of elementary education,which reflects the wisdom of teachers and has high effectiveness.This method improves classroom teaching by studying practical problems in teaching,thus promoting teachers' professional development.The creation of diversified teaching situation is the requirement of national syllabus,the common desire of teachers and students,and the direction of educational theory.How to improve the effect of classroom teaching has always been a problem for first-line teachers to explore,and it is an active exploration to use the heterogeneous situation of the same class to create a variety of situations.Based on the theories of modern cognitive psychology,constructivism,multiple intelligences,hierarchical teaching,situational cognition and learning theory,this paper is guided by the relevant theories of isomerism and situational teaching.Paying attention to the diversity of students,combining investigation and practice,this paper studies how to use the heterogeneous resources of the same class to create a variety of situations to improve the teaching effect of physics in senior high school.The author discusses the basis of the topic from the necessity of creating diversified situations for teachers and students and the advantages of isomerism of the same class,and briefly explains the significance,methods and expected objectives of this study.Thispaper describes the current situation of research at home and abroad,and defines the related concepts.The author investigated the students' perceptual style by using the students' perceptual style scale(OGMS)and determined the types of the students' perceptual styles.At the same time,the author conducted an interview survey on the heterogeneous activities in the same class,and the results of the interviews helped the author to understand the use of isomerism activities in the teaching line and the common difficulties in the process of using them.The author analyzes the feasibility of the study.Based on the analysis of the students' perceptual style,the author finds out that teachers use different resources and strategies to teach and produce different effects on different students' unions.Based on the different perception styles of students,the author puts forward the principle of using the heterogeneous resources of the same class to create diversified situations,and classifies the heterogeneous resources of the same class according to their forms of expression.Combined with the process of teaching design in practice,the author puts forward the general process and strategy of creating diversified situations by using the isomerous resources of the same class.At the same time,the author combines the strategy,in the course of the research,using many isomerism teaching cases of the same course to carry on the teaching design to several teaching contents,such as acceleration,etc.The content of acceleration section is designed by using heterogeneous resourcesof the same class to create a variety of situation teaching design,and display and analyze it in the form of flow chart and table.On the basis of the above contents,the author uses the Flanders interactive analysis system to monitor the situation in class and transposes the code to form the Flanders interactive matrix.The author also analyzes the interaction between teachers and students by converting Flanders code into student teachers' behavior codes,and evaluates the situation in class.After class,the author gives out the questionnaire of classroom satisfaction and surveys the satisfaction of class.After a period of time,the author makes statistics on the students' answers to the questions about the related knowledge in the examination paper of the stage examination.The research results show that the use of heterogeneous resources of the same class to create a variety of situations can effectively improve the enthusiasm of students in the classroom,is conducive to the embodiment of students' subjectivity.The methods used in this study have played a positive role in the improvement of classroom teaching effect.