Practical Research On Junior High School Physics Grouped Experiment Teaching Under The Concept Of "non-directive"

In the 1960 s,Rogers put forward the concept of "non-directive".The concept of "student-centered" to cultivate informed and unity is very consistent with the core idea of China's new curriculum reform.We can learn from "non-directive".The concept creates a harmonious atmosphere of cooperation,dare to communicate,and willing to share,and cultivates students to learn to share and share good habits with others,so that they can learn to learn and train their cooperative inquiry ability to achieve the purpose of improving teaching results.Based on the concept of "non-directive",this thesis will try to put forward a new teaching mode based on the actual situation of the current junior high school physics experiment group teaching through questionnaires and interviews.This paper is mainly composed of the following six parts:The first part and the second part mainly understand the background and significance of the research content by reading the literature and searching for information,as well as the current research status at home and abroad,and make necessary explanation and understanding on the relevant knowledge of the "non-directive" concept.The second part is the theoretical basis of this research.It expounds the background,theoretical basis,content and basic viewpoints of the "non-directive" teaching theory.On this basis,it analyzes the "non-directive" teaching theory and the junior high school physics group experiment teaching.The relationship and its guiding significance,and a brief analysis of the intellectual and non-intellectual factors of junior high school students.The third part investigates the status of junior high school physics group experiment learning and teaching by questionnaire survey and interviews,and analyzes and analyzes it to judge whether the "non-directive" teaching theory can be used to improve the current situation of junior high school physics group teaching.The fourth part is the discussion of the junior high school physics group experiment teaching strategy under the guidance of the "non-directive" teaching concept.Based on the investigation results of the junior high school physics group experiment learning and teaching status,combined with the current curriculum reform concept,the "non-directive" teaching concept For guidance,four teaching strategies are developed for each of the three sessions(ie,before class,during class,after class),namely,teaching preparation strategies;classroom implementation strategies;testing and evaluation strategies and reflective strategies.The fifth part is the research part of teaching practice.Based on the teaching strategy proposed in the discussion of "non-directive" teaching concept,combined with the actual situation of junior high school,the teaching practice research is carried out in a public office.The SPSS software was used to quantitatively analyze the results of the three physics experiments before and after the practice.The experimental results show that the "non-directive" teaching concept guides the junior high school physics group experiment teaching effectively,and can achieve good teaching results.The sixth part is the summary and prospect of the research of this topic,mainly summarizes the research conclusions of this topic,and reflects on its shortcomings and innovations for the research of this topic.This research is guided by Rogers' "non-instructive" teaching theory,combined with the characteristics of junior high school students and junior high school physics experiment teaching content.For the first time,the junior high school physics group experiment teaching strategy under the guidance of "non-directive" concept was created;When analyzing the teaching effect of the "non-directive" concept in the junior high school physics group experiment teaching,the results of the physical experiment questions of the two experimental classes and the control class were compared,and the SPSS software was used to implement the "non-directive" concept.Quantitative analysis of the results of the physics experiments in the three classes to see if there are sexual differences.The "non-directive" concept has important reference value for improving the effectiveness of junior high school physics group experiment teaching.It is expected that this study can enrich the methods of junior high school physics group experiment teaching and provide some reference for subsequent research.