On Practice Research Of “Learning Before Teaching” In High School Physics Based On The Concept Of “Effective Teaching”

In China,there have been many teaching practices of “learning before teaching” and good teaching effects have been achieved.However,there are few teaching practices in the subject of physics in high schools,among which there are fewer empirical studies on the practical effects and there still exist many problems in the actual teaching operation.In terms of the problems of “excessive assignments tactic”,“cramming education” and heavy academic burden of students in current high school physics teaching,the teaching effect of “learning before teaching” based on the theory of “effective teaching” can not only provide certain reference for the effective teaching practice of physics,but also enrich the effective teaching theory to a certain extent.According to the existing theory of “learning before teaching” and practice research as well as the “learning before teaching” problems existing in the teaching practice in the high school physics teaching,this teaching study of physics,on the basis of present situation investigation,is to stimulate students' subjectivity so as to realize effective teaching as a starting point.In view of the present existing problems put forward for the “pilot learning case” and “teaching plan” compiling principle,I have self-compiled “pilot learning case” and “teaching plan” and designed the “teaching experiment” between the experimental group and matching group.In the experimental group,I have selected 5 teaching contents suitable for “learning before teaching” and adopted the teaching mode of “learning before teaching” to implement teaching,while in the matching group I have adopted the conventional teaching mode that is focused on teaching to examine the influence of different teaching modes on students' learning autonomy and physics learning performance.The experimental results show: Compared with the teaching mode of "learning first and then teaching" properly,it can improve the students' autonomy of learning and the achievement of physics learning of the students in middle and low groups more effectively than that of the teaching mode of "learning first and then teaching".