Research On High School Physics Efficient Classroom Teaching Behavior Under The New Curriculum Standard

Under the guidance of the revised curriculum standards for general high school physics(2017 edition)officially issued in 2017,the teaching reform has made steady progress along the direction of cultivating students' core literacy and achieved substantial results.However,we should also see that due to the misunderstanding of the new course content and the lack of experience in the specific teaching process,some aspects of the classroom teaching process are formalized,which reduces the efficiency of classroom teaching.Based on high school physics classroom teaching,this study found that influence the efficiency of the classroom problem in the process of classroom teaching,based on the theory of physics teaching,using literature analysis,combining theoretical exploration,case study and exchange of experience,according to the efficiency of classroom teaching research results at home and abroad,combined with his own teaching practice to change the classroom teaching behavior,tries to find the most suitable for high school physics classroom teaching behavior.In this paper,from the theoretical and practical levels,from the teacher's classroom management,classroom teaching methods,classroom homework layout and students' pre-class preparation,classroom listening,after-class practice,etc.under the new curriculum standards for high school physics efficient classroom teaching practice,the whole article is divided into six parts.The first chapter is the introduction,which elaborates on the proposal and research significance of the problem,the latest research status at home and abroad,introduces the research methods used,and explains the research significance from the three aspects of reform needs,teacher development and student development.The second chapter theory basis,this study in ordinary high school physics course standard,the multiple intelligences theory,constructivism theory,vygotsky theory as the instruction,the zone of proximal development analyses the significance of effective classroom teaching.The third chapter expounds the problems in high school physics class,and analyzes the factors affecting the teaching efficiency from the two aspects of teachers and students through the survey of students and the interview of teachers.The fourth chapter describes the change of teaching behavior.By communicating with experienced teachers and consulting relevant materials,the strategies for solving problems were obtained.The corresponding adjustments were made in the teaching of lesson preparation,class,after-class and experimental class,and careful planning was made for students before,during and after class.The fifth chapter is the practical results and analysis.One class is set as the experimental group and the other class as the control group.At the end of the eight-week teaching process,the differences in learning interest,attitude and behavior between the two classes were investigated through a questionnaire,and the teaching effect after the change of teaching behavior was analyzed.Through the specific practice after the change of teaching behavior,it can be concluded that the high school physics efficient classroom teaching behavior under the new curriculum standard explored in this paper has been fully reflected.Through the analysis of the results of the practice class survey,it can be found that this exploration has achieved good results,providing a reference for the implementation of the new curriculum concept.