Application Of Case Teaching Method In Newton's Law Of Motion Teaching

Currently,elementary education curriculum reform,revolving around qualityoriented education and innovation education,has been vigorously carried out.The new curriculum reform points out the necessity to change the traditional knowledge-oriented instruction,with the focus shifted to cultivation of students' spirit of independence and innovation.In the current classroom teaching of secondary education,teachers are still at the center of the classroom,thus leaving students in a passive position.This suggests that reform of teaching methods has become an imperative.As an emerging teaching method,case teaching method can lead students to focus on knowledge and concepts in conceptual construction,train students' ability to discover problems,make hypotheses,collect and summarize materials,and verify hypotheses.Considering the advantages of the case teaching method,the author,after gaining a deep understanding of it,decides to introduce it to the senior high school classroom teaching.The author confirmed the feasibility of case teaching method in high school physics classroom through sufficient literature research,interviews with physics teachers in first-line middle schools and questionnaires among 304 senior high school students.Next,according to the characteristics of case teaching method,the author selected Newton's law of motion as the course content of this new teaching method.The fourth chapter is the central content of the paper.The author sorted out the teaching situation of applying case teaching method in Newton's law of motion,introduced the teaching of applying case teaching method in Newton's first law in detail,and made the teaching design and classroom record of Newton's first law.This paper briefly introduces the case teaching in the application of Newton's second law,Newton's third law and Newton's law of motion.In order to test the effectiveness of his teaching results,the author conducted SPSS independent sample test on the students' scores of the first monthly exam and the final exam.This paper not only analyzed the significant difference of students' overall performance,but also stratified the significant difference of students' performance in the three sections of high,middle and low,and reached the conclusion that the middle level students had significant difference in the two grades.Inorder to verify this conclusion again,the author also carried out a questionnaire on the students' feelings in class,and further analyzed the rationality of the conclusion.After one semester of internship,the author observes that the case teaching method is in line with the current teaching requirements.It can form diversified knowledge systems and concept systems with their own characteristics and gaining a consensus among students.All this is very helpful to improve students' construction ability and problem-solving ability.Therefore,the author thinks the case teaching method can be introduced to the secondary school classroom teaching to strengthen cultivation of students' professional qualities and fuel up students' passion for learning.In this way,better teaching effects can be achieved,and management of the teaching process can be tightened.Finally,a quality classroom teaching model oriented towards students can be set up.