Study Of Middle School Physics Teaching Design Case Based On Situational Learning

By the end of the twentieth centery,Situational Learning Theory has gradually developed and matured,and has set of a continuing upsurge of research around the world.It also has a profound impact on Physics Teaching in middle schools in China.It emphasizes that learners actively construct their self-cognition through their own perceptual materials which are closely related to nature,society and culture in the continuous interaction with others and the environment.With the continuous advancement of basic education reform in China,teachers' teaching concepts have been greatly updated.The majority of middle school physics teachers have gradually realized the important role of "situational learning" and "situational teaching" in middle school physics teaching.Although some achievements have been made in the field of physics teaching and practice research based on situational learning,the author finds that there are still some problems in the front-line teaching,such as emphasizing theory over situation,emphasizing “model” over “prototype”,emphasizing result over process,etc.As a result,the effective teaching based on physical situation fails to give full play to its due value and role.Therefore,based on the correlation theories of situational learning,the paper constructs the situations and presents them in the form of cases in the middle school physics teaching design,in order to provide ideas and references for the practice of physics teaching in middle school.This study first defines the relevant concepts,then introduces the current situation of situational learning at home and abroad,and clarifies the value,significance and feasibility of the research.After that it analyses the theoretical basis of situational learning and constructs the basic framework of situational learning.According to the characteristics of middle school physics,the principles and strategies of middle school physics teaching design based on situational learning are determined.Then in the middle school physics concepts teaching,law teaching,experimental teaching,exercise teaching,practical activities and other types of classes,the author write teaching design based on situational learning(mainly for the design of teaching process)cases,and make appropriate analysis of this.Finally,it summarizes thecharacteristics of middle school physics teaching design based on situational learning,reflects on the shortcomings of the research,and draws up a follow-up research plan.On the basis of learning theory,this paper combines situational learning with middle school physics teaching design,constructs the theoretical framework of middle school physics teaching design based on situational learning for the first time,and writes the middle school physics teaching design based on situational learning for different types of classes,which not only makes situational learning truly implemented in middle school physics teaching practice,but also provides a real case as reference for front-line middle school physics teachers and relevant researchers.