The Formation Study Of High School Physics Lesson Interpretation

Lesson interpretation is an important form of teaching research for current teaching research,selection of teachers,teaching competition.Meanwhile,it’s also an important tool for young teachers’ learning which is receiving widely concerns from the teachers of the first line in Education and the teaching researchers.But there are still many problems in our common Lesson interpretation at this stage.E.g: the form is over-patterned,the content is over-ideal,the set target is not exemplified clearly during the process,the content is not unified,the criteria of evaluation is too casual and inflexible that the evaluation can not be processed according to the class.There are two main reasons for the above problems in the Lesson interpretation.1,The understanding on Lesson interpretation is too dogmatic as it is limited in some models or processes,and this will make the form over-patterned.2,Ignoring the teaching reality which causes the Lesson interpretation separates from the practice,then the content can’t construct proper teaching process or can’t reflect the real teaching process.In response to the above problems,this paper studies on the Lesson interpretation of senior school physics which is based on the teaching practice of middle school physics,and according to the real requests of middle school physics teaching and own rich experience of Lesson interpretation and teaching.Through organizing the Lesson interpretation scripts of my and other fellows,combining with the teaching experience and achievement,it is found that the worthwhile Lesson interpretation is always the one which is based on deeply analyze of teaching process(no matter whether it’s processed or not).And the researching method to describe or explain some typical events is so-called case study method.Therefore the content of each Lesson interpretation is one researching report of a teaching case.The main class type of senior school physics including: new lesson,experimental study lesson,revision lesson and comment lesson.It is supposed that the key point of the Lesson interpretation in these class styles are different.The new lesson: it is important to emphasize how to master the key point and the difficult point,it is in order to help students to construct the new knowledge smoothly.The experimental study lesson: students activity is the power to forward the class,thus how to guarantee the progress of the activity is supposed to be the key point which needs to be clearly analyzed.Revision lesson: it’s a summary and advancement for the stage learning.It suggests to stress on the analysis of one stage learning achievement to help students check and make up for their shortages.Comment lesson: the key point of the Lesson interpretation is how to make use of the grades after a test.No matter whether the result is good or not,it still can be the power to stimulate the students to love study.Moreover,how to deal with the title is also should be considered for the speaker.At the beginning of this study,it’s designed an interview about the Lesson interpretation to know the teachers’ opinion to guarantee its pertinence.Then targeting on each class style to do the explanation,and choose one typical case to do the analysis.By offering the script of the Lesson interpretation to prove the view that-Lesson interpretation is the result of the case study.It is hoped that this paper can offer some help to the fellows who is processing Lesson interpretation with different class styles.