The Application Research Of Retelling Strategy In The New Teaching Of Physics In Junior High School

In the new round of basic education curriculum reform,it is advocated that students should change the learning mode of rote learning and mechanical training in the past.Teachers should pay attention to students' learning and cultivate students' ability of autonomous and efficient memory.It is helpful to break the current situation of mechanical learning and effectively enhance the retention of memory by using various forms of retelling strategies to carry out new physics teaching in junior high schools.In addition,the retelling strategy is simpler and easier to master than the elaborate processing strategy,which is generally applicable to all students.Therefore,the study of retelling strategy has a certain practical significance.On the basis of referring to a large number of Chinese and foreign literature,this study finds that in junior high school physics teaching,there are few studies on the combination of retelling strategies and physics teaching,most of which are limited to the discussion of memory methods and the division of retelling forms.Under the guidance of relevant forgetting rules and memory theory,this study uses questionnaire survey to understand students' memory status in junior high school physics learning and their understanding and views on retelling strategies,as well as interviews and surveys to understand teachers' use of retelling strategies and suggestions in junior high school physics teaching.Combining the students' cognitive development law and the characteristics of junior middle school physics knowledge,this paper explores the retelling strategies suitable for junior middle school physics knowledge.Four retelling strategies are sorted out,including key points filling strategy,table sorting strategy,drawing description strategy and concept map sorting strategy.In this study,two typical teaching cases with representative significance were selected.In the third and fifth parallel classes of junior high school,a comparative design experiment method was used to carry out the teaching experiment.From the results,it can be seen that the application of retelling strategies helps students to enhance the retention of memory,and the effects of different retelling strategies are different.Therefore,teachers need to choose appropriate types of retelling strategies for different teaching contents in the process of teaching.This study attempts to explore the necessity and feasibility of the application of retelling strategies in junior high school physics teaching.It also analyses the existingproblems in the study and puts forward some suggestions and prospects,providing practical basis for the design and application of retelling strategies in junior high school physics teaching..