Research On The Structure Of High School Physics Classroom Teaching

With the deepening of the new curriculum reform,classroom teaching research is also deepening.Nowadays,the research of classroom teaching mainly focuses on the logic of classroom teaching and the participation of classroom teaching.Based on this,this paper attempts to use schematic and quantitative methods to analyze the structure of classroom teaching.The purpose of this paper is to quantify the classroom teaching structure of classroom teaching structure and to seek the logic embodiment of classroom teaching and the degree of participation in classroom teaching in the present stage of classroom teaching in the quantitative classroom teaching structure.First of all,based on the literature review,this paper determines the two main dimensions of classroom teaching structure-classroom teaching content structure and classroom teaching behavior.This paper discusses the theoretical basis of this study and defines the related concepts.Then,after discussing the specific process of the research,this paper uses the method of research design to compare and analyze five different classes.The analysis structure shows that the five sections of "Acceleration" are perfect.This paper verifies the effectiveness of ISM method in classroom teaching process research.Based on the comparison of different groups the relevant conclusions can be abstracted such as below:(1)This paper analyzes examples from an expert teacher by using ISM method and quantitative statistics method.It is found that expert teacher pays attention to logical deduction and students'participation in classroom teaching.Problem guidance is the main teaching strategy adopted by the expert teacher.(2)This paper makes a comparative analysis of the teaching process of mature teacher in different classes by using ISM method and quantitative statistical method.It is found that the mature teacher can master the students' learning situation better.This mature teacher can take effective strategies to help students participate in class.(3)This paper makes a comparative analysis of the two excellent teachers' lesson examples by using ISM method.It is found that the two teachers have their own structure of knowledge in classroom teaching,and the two teacher have different emphases in teaching.As a result,we can get a conclusion:according to the teaching objectives and students' situation,the logic and participation of classroom teaching are diverse in practice.