Research On Teaching Design Of Buoyancy Unit In Junior High School Physics

Under the guidance of inquiry teaching mode,Piaget undefined theory of cognitive development stage and modern instructional design theory,this research adopts the methods of literature research,investigation and qualitative analysis,according to the mode of modern instructional design theory.Chapter 10 buoyancy is chosen as the topic of unit teaching in the second volume of eighth grade physics.Firstly,the teaching contents,teaching difficulties,teaching methods and teaching strategies of the buoyancy unit are designed systematically.Then the paper investigates the pre-concept and current learning situation of junior high school students undefined learning buoyancy,and analyzes the reasons for the difficulty in learning buoyancy of junior middle school students,then the teaching process of the subject is systematically designed and evaluated.Finally,the method of ideological experiment is applied to the teaching design of typical floating ice problems.The innovation of this study is to reduce the difficulty of solving difficult problems through the application of ideological experiments.Through the systematic teaching design research on the unit subject buoyancy,it is further proved that: first,buoyancy is abstract and the knowledge is comprehensive,which is always a difficult point for students and teaching difficulties for teachers.Second,the former concept interferes greatly with the middle school students undefined learning buoyancy,so we should use the correct way to eliminate the former concept in their brain,and then guide them to understand the buoyancy correctly.Third,in the teaching process,similar concepts will have an impact on students undefined learning.In order to improve the teaching efficiency and learning efficiency,it is necessary to avoid this situation as far as possible in the teaching process.In addition to the conclusions mentioned above,this study also found that: First,interest is a very important link in the introduction of the new class in buoyancy teaching,especially for junior high school students who are not paying enough attention.Secondly,in the teaching process of buoyancy,the corresponding problems should be set up according to the level of psychological development and ability of students.Thirdly,in the teaching process of buoyancy,experimental inquiry is indispensable,and the design of clever and reasonable experiments will often make the teaching more successful.Fourthly,ideological experiment is an effective means to break through the difficulty of buoyancy teaching.