The Practice Research On Exploitation Of High School Physics Teaching Resources In Remote Schools

Physics is increasingly important amid the promotion of a new reform in high school curriculum.Targeting students at different levels,teaching resources in common physics textbooks are not able to meet the teaching requirements.This is especially true in remote schools where the student pool contains a great number of average and poor-achieving students.Their weakness in comprehension is a main proof,which has caused a fact that common physics textbooks are too abstract for them to understand.Therefore,it is difficult for those students to concentrate on physics courses and learn it voluntarily.If not polished and processed,content in common physics textbooks would arouse students' interest roughly,bringing a new challenge for front-line physics teachers in remote high schools.With the shortage of teaching resources in textbooks,it is greatly significant to exploit these resources to satisfy the need of remote schools so as to carry out teaching activities and achieve the most fundamental teaching goals.Particularly,the exploitation of non-textbook teaching resources is of necessity.First,the concept and content of educational resource are discussed through related literature reviews.According to curriculum theories and other evidence concerned,what is made clear is the concept of educational resource: any applicable condition to provide materials for effective courses.Educational resources should be divided into material and conditional ones in terms of their functions.The former one is the research target here.This article also discusses the key points,makes clear the definition and finds out the theoretical basis,fundamental principles and value orientation of exploitation of high school instructional resources.Then,the status quo of the utilization of high school physics teaching resources in remote schools is surveyed.Approaches of questionnaires and interviews are applied to get results from teachers and students.In this way,the sources of high school physics teaching resources,the degree of comprehension difficulties of resources and the feedback on them are understood,and the current situation and reasons for the phenomenon are concluded.The practice research on exploitation of high school physics teaching resources in remote schools is demonstrated later.Related theories and experiences are combined to conclude approaches of the practice research.Cases in the practice research covering most of the content in high school physics are classified,analyzed and concluded in a record,which includes teaching objectives,content and sources of the teaching resources,comments on key points of resource exploitation and feedback conclusion on the whole practice etc.The comparison between the results of the experimental and control groups shows that the academic performance,learning attitude,studying interest and emotional feelings of the experimental group are more positive than the other.Finally,the practice research is concluded and commented to reach a research conclusion,give recommendations and provide further exploring directions.This article discusses and studies the practice research on exploitation of high school instructional resources in remote schools,applies related theories and experiences,concludes principles and approaches to handle physics teaching resources in remote high schools and finally gives comments.This is significant for physics teaching in high schools nationwide.It also provides the initiative,directions and effective methods for the implementation of national high school compulsory education in the next phase to solve the problem of unsatisfactory teaching results caused by unfavorable student quality in remote schools.