The "Heterogeneous Teaching" Approaches And Implementation Study On The Middle School Physics "Heterogeneous Teaching Of The Same Class"

As an activity of effective teaching research,“Heterogeneous Teaching of the Same Class” is the way to achieve the diversification of teaching design.Through literature review and educational interviews,it is found that due to the lack of systematic theoretical guidance,teachers lack uniform standards for the preparation and evaluation of “Heterogeneous Teaching”.Based on these,this paper conducts theoretical and practical research on its approaches.In theoretical research,based on the theory of learning psychology and the case,this paper sorts out three "Heterogeneous Teaching" approaches of the physics concept and law "Heterogeneous Teaching of the Same Class" centered on the analysis of teaching tasks:(1)Learning pathways: Experimental induction,theoretical analysis,experimental induction + theoretical analysis and theoretical analysis + experimental verification;(2)Experimental scheme: It mainly reflected in planning scheme,design experiment and processing data.Among them,the "Heterogeneous Teaching" of design experiment is embodied in the state and process of the object,the measuring physical quantity and principle,and the measuring instrument selection and necessary skills;(3)Teaching method: The combination of lecture,heuristic and inquiry in each sub-link.Then,combining case study and interview,it shows that we can specifically compare the similarities and differences of instructional design and analyze whether teaching conforms to the students’ information processing with these approaches.In practical research,through the teaching experiment and the "understanding" level of test results based on Bloom’s educational goal taxonomy,it is proved that when preparing the activity,these approaches can help teachers to examine teaching and learning from the learning mechanism of students,so as to present effective information in an orderly manner and achieve teaching goals.