The Practical Research Of "Micro-question Group" Teaching In High School Physics Teaching

In the whole senior high school physics teaching,whether it is the new course teaching in Senior One or Second or the review course teaching in Senior Three,it is inseparable from the lecture.Students' understanding of concepts and rules,flexible application of knowledge and methods should be consolidated and strengthened through students' exercises and teachers' lectures.In order to test the students' mastery of a certain period of time or part of the content,it is necessary to compile a test paper consisting of a single question to test.After detecting the students' problems,first through the teacher's explanation,students' understanding and digestion,and finally through the variant questions to consolidate and retest.If the teaching requirements have not been met,Teaching Teachers need to explain again,students digest again,and then variant training,so repeatedly,until the teaching requirements are met.It can be seen that the teaching of "questions" occupies a large proportion of the whole senior high school physics teaching.Whether the teaching of "questions" is successful or not is directly related to the level of students' test scores,and directly related to the success of teaching.In order to explore the efficient teaching methods of "questions" in senior high school physics teaching,this study puts forward the "micro-questions group" teaching method.The so-called "micro-question group" refers to a group of exercises composed of several interrelated exercises elaborately prepared by teachers in full understanding of students' actual situation and according to certain teaching objectives.These micro-question groups can be used either as students' preview before class or as breakthroughs in knowledge and methods in class.Put it after class as the consolidation of knowledge and methods.The compilation of micro-questions follows the principles of definiteness of objectives,typicality,gradual progress,connecting the preceding with the following and "micro".According to different teaching objectives and teaching types or teaching periods,the group of micro-questions is classified: according to the teaching objectives,it can be divided into detection-type group,method-forming type group and comprehensive type group;according to the teaching type,it can be divided into new type group of micro-questions,and review type group of micro-questions(review type group of micro-questions can also be divided into review type group).According to the period of classroom teaching,it can be divided into pre-class micro-question group,in-class micro-question group and after-class micro-question group.Through the data analysis of isomerism of the same class and regular training results in the classroom,this paper expounds the teaching strategies of the micro-question group teaching method in various types of teaching courses and the compilation principles and Strategies of the corresponding micro-question group,and provides corresponding examples of the micro-question group.The object of this study is the students in the parallel classes of Senior One and Senior Three in Beihu Campus of Chengdu Shishi Middle School.Their physical foundation is of medium level.The researchers are front-line teachers.Their research results are easy to be replicated and popularized.They can become practical materials for the practical research of senior high school physics teaching.I hope they can be mentioned for the majority of senior high school front-line physics teachers.For reference.