A Case Study On Physics Class Of Junior Middle School Based On Task-driven

With the promotion of the new curriculum reform,more educators began to be among the ranks of teaching reform.However,the study found that many first-line teachers are still affected by the traditional teaching mode,and adopt the "cramming duck" and "indoctrination" teaching methods based on oral teaching.In this teaching mode,the time required for teachers to require students to master the knowledge content to reach the teaching goals is relatively short,which is indeed a very economic teaching mode[1].However,this kind of teaching mode lacks enlightenment and innovation,which is not conducive to the cultivation of students' ability and does not conform to the concept of the new curriculum reform.Based on this situation,this article selects the second chapter of the junior middle school physics textbook of the People's Education Edition(first part)"Sound phenomenon" as an example to explore the effect of using the task-driven teaching method in junior middle school physics teaching.The author carried out teaching practice during the internship,and experiments confirmed that the use of this teaching method in physics teaching in junior high school is feasible and has certain advantages.In this study,after deep research on the relevant theoretical foundations of the task-driven teaching method we found that the so-called task-driven teaching method is to hide the teaching content into a series of tasks.When students complete the task,they not only complete the construction of knowledge content,but also their ability Be improved.It is found that the teaching method is based on the learning motivation theory,constructivist learning theory and multiple intelligence theory.The implementation steps of this teaching method are "pre-class teaching goal analysis-pre-class design tasks-teacher clear tasks-students complete tasks—Teacher-student evaluation task ",the designed task must meet the seven principles of driving,operability and subjectivity.This study applies the task-driven teaching method to the teaching design of the entire chapter of"Acoustic Phenomenon".First analyze the teaching objectives of the entire chapter of "Sound Phenomenon",and divide the teaching objectives of this chapter into some small objectives in detail.After that,apply the tasks of each section in this chapter carefully designed to the instructional design of the section.In the classroom,the tasks designed before the class are applied to classroom teaching,so that students can clearly understand the tasks,and then use the questions to promote the progress of the tasks and the transition between tasks.Finally,teacher-student communication,self-evaluation and mutual evaluation of students,after teacher evaluation,guide and help students summarize the knowledge content hidden in the task,let students complete knowledge construction and ability improvement.Immediately afterwards,the author used experiments,observations,investigations and other methods to treat the teaching method as an independent variable,to explore the impact of this teaching method on the students in the experimental class,and finally to analyze and summarize the experimental results and draw the conclusion of the study:The application is helpful to the interest of junior middle school physics classrooms,the improvement of students' interest in learning and the cultivation of students' abilities.The task-driven teaching method is also helpful to the improvement of teachers'teaching level.