The Application Research Of The Guiding Case In The Teaching Of Physics Concept In Junior High School

Basic education reform has proposed changing the way students learned by changing the traditional way of teaching.The teaching of instructional cases is widely accepted and promoted by many schools in the course of the reform of the new curriculum,and a kind of teaching reform is widely seen in middle schools in our country.Learning case application in teaching can achieve "student-centered","let the student autonomy,cooperation,inquiry learning","to improve students’ innovation ability,practical ability,cooperation ability",and many other objectives,as same as the core concept of the new curriculum reform,being one of the direction of the reform of classroom teaching in our country.At present,education workers to guide of the related research is relatively deep,research results is fruitful,but there is still a need for the guide to learn the case itself and its application to dig,such as: athe specific subject learning case should learn how to design,guide case should design how to play the role of its "guide".Taking Qingdao area as an example,from the basic theory of teaching case,concept guide,using the survey method and interview method and so on education research method to understand the region in learning in junior middle school physics concept teaching the application of the status quo,to guide learning case existing problems are analyzed in detail.In view of the investigation result,we can combine with the teaching characteristic in the region,putting forward the feasible study case writing in the junior middle school physics concept teaching principle,putting forward the concept applied to the teaching of learning strategy,putting forward learning in writing the basic structure of the concept and the basic procedures,putting forward fragments of learning under different teaching case design.Finally,based on the proposed strategy,the complete guide case in concept teaching is designed,which is expected to be found insufficiently to improve and reflect.