The Design And Practice Research Of Thematic Situational Teaching Of Physics In The Second Year Of Junior High School

With the development of education reform,"thematic" and "situational" teaching has been paid more and more attention.Thematic situational teaching is to achieve the established teaching objectives,a teaching situation designed with a certain background and content as the theme,and a teaching method to help achieve the learning objectives through experience,independent exploration,cooperative communication and other ways.This paper makes an experimental study on the model and effectiveness of the subject-based situational teaching of physics.This paper mainly uses literature research and questionnaire survey to carry out the research.Based on the interviews with four physics teachers in a middle school in Shanghai,four teaching strategies are summed up:(1)Take history as the line to create situations;(2)make use of modern technology to present situations;(3)skillfully set up experiments to change situations;(4)excavate film and television resources to perform situations.Combined with these strategies,four thematic situational teaching cases are designed,including Time measurement?Application of plane mirror imaging?The application of convex lens imaging and Inertia.Then,82 junior two students in a middle school in Shanghai are selected as the research objects,which are divided into experimental class and control class.During the experiment,the investigation and test were carried out every other month,three staged investigations and tests were carried out.As a whole,thematic situational teaching can optimize students' interest in physics learning,their attitude towards situational exercises,the level of solving physical situational exercises and the level of mastering physical knowledge to a certain extent.Specifically:(1)The influence of thematic situational teaching on students' interest in learning.Vertically,the average value of students' interest in physics in the experimental class is gradually increased,and the interest in physics tends to be stable;Horizontally,students in the experimental class are more interested in physics than students in the control class as a whole.(2)The influence of thematic situational teaching on the attitude of solving situational exercises.In the longitudinal direction,the average value of the students' attitude towards the physical situational exercises in the experimental class is gradually increased and tends to be stable;in the horizontal direction,the students' attitude towards the physical situational exercises in the experimental class is better than that in the control class.(3)The influence of thematic situational teaching on the level of solving situational exercises.In the longitudinal direction,the physical performance of the students in the later experimental class becomes more discrete and polarized;in the horizontal direction,the experimental class is higher than the control class in solving the physical situational exercises as a whole.(4)The influence of thematic situational teaching on students' mastery of physical knowledge.Vertically,students in the experimental class have a greater degree of dispersion in mastering physical knowledge;horizontally,students in the experimental class are more reliable in mastering physical knowledge than those in the control class as a whole.