Junior High School Physics Classroom Introduction Survey And Teaching Practice Research

Classroom lead-in is the first step of classroom teaching.Just like a play needs an exciting opening,the Classroom lead-in could never be dull.Failed classroom lead-in makes people listless and lethargic.On the contrary,wonderful classroom lead-in,can attract the attention of students,stimulate students’ cognitive needs,strengthen students’thirst for knowledge.So the research of classroom lead-in is helpful for teachers to better control the class.On account of high pressure under the background of exam-oriented education,however,many teachers are eager to rapidly into knowledge teaching link.They think the classroom lead-in is just the ornament of classroom and dispensable.Therefore they always conduct the classroom lead-in casually and the teaching design of the classroom lead-in is not well done,even ignore the classroom lead-in link directly.And the special study of junior school physics classroom lead-in is rare and lack of systemic,mostly is the summary of the teachers’ personal experience,the lack of systematicness and theoretical depth Based on this background,this paper carried out a research into the present situation of junior middle school physics classroom lead-in,found the problem and put forward the corresponding suggestion,in order to provide certain reference for junior high school physical teachers who work on the front line.The author firstly combed the related theory of classroom lead-in by the method of literature.Under the guidance of meaningful learning theory,effective teaching theory,constructivism learning theory,humanistic learning theory and the theory of Chinese ancient education thoughts,the author summarized the function and methods of the classroom lead-in,and classify the methods scientifically.Then the author carried on the empirical research through classroom observation,questionnaire,interview and teaching experiment.To find the weakness of normal class in classroom lead-in session,the author observed 40 high-quality lessons and 40 normal lessons,and carried on the comparative study from the method,time,function and students’ participation.In order to study the current situation and existing problems of classroom lead-in,the author carried out the questionnaires of teachers and students and teacher interview,through data analysis and induction,with the method of quantitative and qualitative research Finally,the author analysed the corresponding reasons and put forward suggestions for improvement.Through classroom observation,questionnaires and teacher interview the author found problems in normal class including:teachers lack awareness of importance,time for classroom lead-in is too short,singularity of method,ineffective result and students participation is low.The author analysed the corresponding reasons combined with the results of the survey,including teachers’ skills for classroom lead-in need to enhance,failed to timely update the education ideas and the pressure of the exam-oriented education is high.Finally the author improved suggestions including:teachers should enhance the capacity of classroom lead-in and specialty literacy and try a variety of classroom lead-in methods as well as to create comfortable education environment.With the current situation of the survey,the author puts forward five classroom lead-in strategies:strategy of stimulating interest and novelty,strategy of accurate pointing,strategy of inspiring thinking,strategy of grasping the time and strategy of enhancing interaction.Finally,the author has carried out the teaching practice research into the effectiveness of classroom lead-in strategy.The experiment design is as follows:choose two parallel class,randomly assigned to experimental classes,and that in comparative classes.In the experimental class,classroom lead-in are carefully designed in accordance with the strategy.The teacher usually changed the methods,grasped the time properly,paid attention to the interaction with students,inspired students’ thinking and interest.In comparative classes,only by using the traditional classroom lead-in methods or omit classroom lead-in,the rest of the teaching link is the same.After half a semester of teaching,the author found that the experimental class’ grades,comprehensive learning factors and classroom performance are better than that in comparative classes.Thereby the validity of the classroom lead-in strategies is verified.