The Application Of Peer Teaching Method In Senior High School Physics Concept Teaching

At present,the education reform puts forward the physical core accomplishment of the students,and the key step is to make the students form the correct concept of physics,which can not be separated from the teaching of physical concepts.The high school physics concept is more and more difficult to understand,and the teaching methods of "full irrigation" are common,so it is difficult for students to understand the concept of physics in this kind of teaching environment.How to make the high school students understand the physical concepts deeply,change passive learning into active learning,construct the physical knowledge actively,and form the correct physical concept,is a problem that the teachers of the first line are very concerned about.Peer Instruction(PI)is put forward by Harvard University professor Eric Mazur in the 90s of last century.It is a kind of teaching method that specializes in designing concept test questions in the physics concept teaching of big class,interspersing students’ discussion links and promoting students’ understanding of physical concepts.This paper applies peer teaching to physics concept teaching in senior high school,and seeks to improve the teaching effect of peer teaching through teaching practice.This study is divided into two parts:theoretical research and practicalresearch:theoretical research,through the reading and analysis of a large number of literature,summed up the achievements of peer teaching at home and abroad.And through consulting the literature to find the specific implementation process of peer teaching,the design of the concept test questions,discussion links,feedback and other aspects of the theoretical basis,according to the domestic teaching environment to carry on the corresponding modification.The practical research is carried out in the following aspects:(1)case design analysis:Taking the sophomore "total reflection of light" as an example to carry out peer teaching practice,the study of teaching case design,peer teaching implementation,each link of peer teaching is explained,case effect analysis as the main line unfolds.(2)the research on peer teaching practice is divided into practical research of teaching design and peer teaching.In the study of teaching design practice,a guide case is designed according to the result of teacher interview,to understand the students’ learning level,and to predict the effect of peer teaching on the gender composition of the group according to the difference of the male and female students’ level in the student guidance case.On this basis,the teaching plan for this class is designed.In the classroom practice teaching,four classes of grade two in a middle school in Beijing were selected to conduct a comparative experiment,and two groups of students were compared with their physical concepts.(3)a survey of teacher students’ attitude in peer teaching:through questionnaires and interviews,the attitude of teachers to peer teaching is understood,opinions on the improvement of peer teaching and the factors that affect the students’ two changes of answers in the course of the discussion.By comparing the data of the experimental class and the control class,the following conclusions are drawn:(1)peer teaching will deepen the students’understanding of the physical concepts and promote the students’ transfer of knowledge.(2)personality grouping is a factor affecting peer teaching.The presence of heterosexual groups in the group has a positive effect on the implementation of peer teaching.(3)teachers’ motivation to promote student participation in peer teaching.