The Practice And Research Of Stratified Teaching In Junior High School Physics

Junior school students have great differences both physically and mentally.Thus,their preferences on physics and the learning abilities are accordingly various.If a teacher uses just one teaching method and the same teaching materials in the class,students with high scores may find it too easy while students with great potential may find it too difficult.As a result,the traditional ‘one size fits all' teaching method can hardly meet the demands of students at different levels.How to solve the problem?With continuous exploration and practice,the stratified teaching method emerges.The stratified teaching method is a good way to solve the problem,which satisfies different students' demand.It enables students at all levels to gain knowledge and improve from the same class.In this way,the students' learning interests,as well as the teaching efficiency,could be improved.The article can be divided as follows:Firstly,there will be a brief review of the theories and present situations of the stratified teaching method both home and aboard.And the methodology will be illustrated.The second part will study and analyze the current learning situation in Physics of Grade Three students to find why students feel it hard to learn Physics,which will be a guide to the future research.Thirdly,this article will introduce the principles and strategies of the stratified teaching method,with an emphasis on putting theories into practice.One class in four will still use traditional teaching method,while the other three will use the stratified teaching method.Students,teaching objectives,teaching processes and teaching assessments will be divided into different levels.And they will be studied for a semester.The fourth part will use three cases: new course of Archimedes principle,as well as the revision lesson of pressure variation,dynamic circuit and fault.The author will analyze the stratified teaching practically.After a year's stratified teaching,the quantified statistics would be collected through students' scores,interviews,questionnaires,etc.The effectiveness of stratified teaching on students' learning interests,learning ability,and learning level could then be known.The last part will summarize the whole study and give a reflection.Suggestions to improve the study will also be proposed so that future studies could take it as a reference,which may enable the stratified teaching method more mature.After a year's practice and study,the author knows students' interest in physics,learning habits and their views on stratified teaching.The author also proves that the stratified teaching method can improve the learning interests and effectiveness of Grade Three students in junior high schools.This method respects the individual differences of students,and could motivate students,which deserves popularizing.