A Case Study Of High School Physics Experiment Teaching Based On "Teaching Design With Heterogeneous"

These days,"core literacy" has become a heated topic in education industry.As one of the four aspects under the high-school physics curriculum standards,"scientific exploration" has brought forward many new requirements for the design and implementation of physics experiment teaching.Considering that "the heterogeneous classes" is of obvious help to teachers' professional growth,the author applies the approach to optimize physics experiment teaching in high school.This thesis classifies the activities of "the heterogeneous classes" into two categories:"the heterogeneous classes" based on different teaching presets and "the heterogeneous classes" based on different teachings.In order to study "the heterogeneous classes" based on different teaching presets,the author invited three teachers from the High School Attached to Hunan Normal University to involve in the teaching design of the experiment:study the Horizontal Projectile Motion.Firstly,the author attended and recorded their classes.Secondly,the author interviewed the teachers and students to understand why the teachers designed in this way and how students felt.Thirdly,the author collected the teachers'teaching design for comparative analysis,and through the homework accuracy statistics,analyzed the relevant conclusions about classroom effects.Finally,the classroom language behavior of teachers was studied by replaying the video of the course and the FIAS.In order to study "the heterogeneous classes" based on different teachings,the author took Ohm's law" from the High School Attached to Hunan Normal University,based on the same teaching premise,with two teachers joining in the classroom observation and recording respectively.The author conducted the interview with teachers and students,and with the help of the classroom observation scale and question sequence analysis,discussed the teaching method and the classroom atmosphere to benefit the classroom generation.Based on the analysis of these five classes,the author puts forward some suggestions to improve the teaching of physics experiment:(1)Optimizing independent exploration to allow students to fully participate in the design of experimental programs;(2)Optimizing the experimental classroom in order to pay attention to elastic control;(3)Optimizing the effectiveness and openness of classroom questioning;(4)Optimizing the"exhibition" and "demonstration" of the student's experimental process;(5)Optimizing experimental teaching instruments and advocating teachers' innovation and self-control.The author hopes to explore the strategy of optimizing physics experiment in high school by using " the heterogeneous classes ",and also enrich the resources of teaching experiment in preparation.