Practical Research On Optimizing Senior High School Physics Class By Using Learning Materials Combined With "1 + 1" Class

In order to break the traditional education mode and change “inculcating knowledge” into“cultivating students' ability”,schools all over the country have carried out some teaching reforms,and the use of learning materials for teaching is one of the effective teaching methods reform.In this thesis,the author studies the reform of using learning materials to explore the method of optimizing physics teaching in senior high school.The use of learning materials requires the use of “1 + 1” class coordination,that is,“a new lesson + an exercise class”.In other words,a part of the public self-study courses are allocated to each subject.In each class using learning materials,teachers needs to sort out the knowledge taught in this section,and arrange them into documents and send them to students.The purpose is to guide students to learn and summarize language points.The exercise class is to hand out the teachers' special exercises or tasks.Through the design of classroom links and topics,students can improve their self-study ability and problem-solving ability.In this process,the revised teaching design and topics through data analysis constitute the learning materials.This paper is mainly divided into six parts.The first part is to understand the development process of teaching materials in China through literature review,summarize the shortcomings of current teaching materials combined with teaching practice,understand the current situation of learning materials by consulting literature,investigate the current situation and existing problems of traditional teaching class and students' study and practice after class by interview,and put forward the research significance of this thesis.The second part introduces the theoretical basis of this thesis,including constructivism theory,discovery learning theory,zone of proximal development theory and other theories.The third part combines the theoretical basis,referring to the principles of compiling textbooks and exercises,and puts forward the compiling format of school-based textbooks and the methods used in class.In the fourth part,the author designs the teaching content of the chapter 3-3 “gas” selected by PEP,and makes a case study on the teaching practice of “1 + 1” class using learning materials.The fifth part analyzes the teaching effect of the experimental class and the control class,including the horizontal comparative analysis of the results of the two classes before and after teaching,as well as the longitudinal analysis through the questionnaire survey and interview of the experimental class students,so as to understand the students' feelings before and after participating in the new teaching practice activities.In the sixth part,the author analyzes the reasons why the learning materials combined with the “1 + 1” class teaching practice obtain better teaching effect,so as to put forward some measures to optimize senior high school physics teaching.Through teaching design,case study and comparative analysis,this method finds the advantages of using learning materials to carry out “1 + 1” class teaching practice activities,so as to achieve the optimization of high school physics teaching purpose research,which has certain operability.It is expected that it will have some reference value for the front-line teachers who participate in the curriculum reform.The innovation of this thesis lies in the combination of the compilation and use of learning materials in theory with the actual class.And then according to certain teaching theories,this paper puts forward specific methods of combining learning materials with national teaching materials in the class.Through the research,the author founds that the application of learning materials combined with “1 + 1” class teaching method can improve students' learning efficiency and academic performance.The reasons are as follows.First of all,according to constructivism theory,setting problem situations in learning materials,students can naturally generate knowledge in the process of thinking and discussion.Besides,according to discovery learning theory,students can pass the test in group discussion.Finally,according to the theory of zone of proximal development,setting reasonable questions in teaching can stimulate students' learning behavior.Combined with this research,this paper puts forward three suggestions for senior high school physics teaching.Teachers should return the initiative of learning to students.Teachers should design reasonable and interesting teaching links to cultivate students' awareness of problems.Teachers should respect the cognitive differences among students,cultivate students' ability at different levels.