Research On The Teaching Design Of Junior High School Physics Classroom Based On The Theory Of The Zone Of Proximal Developmen

Nowadays,technological innovation is changing with each passing day,the production mode and technical means are updated and iterated,and the era of high-speed innovation has put forward the educational concept of cultivating lifelong learning and development ability.Under the traditional education mode,the teaching mode that attaches importance to the mastery of knowledge and despises the development of students’ thinking ability has obvious disadvantages.In this regard,the education sector has put forward various teaching reform programs,among which promoting the all-round and sustainable development of students is the core.At the moment of comprehensive reform,how to use educational theory to build a classroom that meets the requirements of this series of reforms is particularly important.Zone of proximal development theory is an educational theory that explains the relationship between teaching and students’ development in the process of social history from the perspective of psychology,the research results so far have been mature enough,and derived a variety of different practical application methods.Although its practical application in China is still lacking,its emphasis on the practical significance of development is in line with the core concept of China’s current education reform.Based on the above background,this paper will take Vygotsky’s zone of proximal development theory as the basis,take the Scaffolding Teaching and cooperative teaching in its practical application as an example,observe the students’ zone of proximal development through dynamic evaluation,design and practice the teaching design in line with the cognitive law of junior middle school students,and demonstrate the feasibility and superiority of junior middle school physics classroom teaching design under the guidance of zone of proximal development theory.Therefore,the research work is mainly divided into the following four aspects:Firstly,visual analysis of relevant domestic and foreign literature,a comprehensive and clear presentation of the zone of proximal development theory and the research status of Scaffolding Teaching and cooperative teaching under the guidance of the zone of proximal development theory,and a summary of the shortcomings of the current research as the research basis of this paper.Secondly,the survey results of the current situation of education.Through the questionnaire survey method,this paper investigates the educational theory reserve and teaching behavior of junior middle school teachers,the current physics classroom model felt by students and the teaching effect under this teaching model,form a replicable and popularized teaching strategy,so as to point out the direction for this research.Thirdly,the summary of theoretical and practical research results.Through the secondary analysis and research of important literature,the research results in the field of theory and practice up to now are summarized.The content includes the theoretical research results of Vygotsky’s zone of proximal development theory and the practical research results under the guidance of theory,which serve as the basis of this research work.Fourthly,practical research results.Using the teaching mode of Scaffolding Teaching and cooperative teaching under the guidance of the zone of proximal development theory,this paper selects typical cases in junior middle school physics textbooks for teaching design and educational practice,analyzes the significance and function of teaching design under the zone of proximal development theory,and verify the operability of the teaching strategies.