Exploration Of Learning-centered Junior High School Physics Teaching Strategies Under The "Double Reduction" Policy

Since the implementation of the “double reduction” policy,it has received widespread attention and praise from all sectors of society.However,after the enactment of the “double reduction” policy,some new problems have emerged in compulsory education.For example,off-campus subject training institutions have gone underground,charging higher fees,and parents are concerned that the reduction in students’ school workload will have a negative impact on their performance.This requires teachers to improve the quality of their teaching in order to ensure that students’ learning outcomes are not diminished while the burden is being reduced.Therefore,in order to ensure that the “double reduction” policy can be implemented steadily in the long term,and to truly reduce the burden of students and improve the quality of teaching in schools,there is an urgent need to come up with effective teaching strategies to address these issues.Reading through the extensive literature reveals that learning-centred teaching and learning has become a new form of teaching and learning in schools today.Many researchers have devised learning-centred teaching strategies based on the characteristics of the subject and the students.However,none of these studies have proposed teaching strategies that combine “double reduction” with learning-centred thinking.Through questionnaires and interviews with front-line physics teachers,we learned about the development of school education at this stage and found that the teaching of physics in junior high schools is still carried out in the traditional way,and the students’ subjectivity is limited.At the same time,the “double reduction” policy has not achieved the expected results.This paper proposes a five-dimensional teaching strategy that incorporates the findings of the survey: “Pre-learning activities improve quality,classroom teaching emphasises activities,homework is reduced to strengthen the foundation,after-school activities help teaching and learning,and evaluation dimensions are comprehensive”.This strategy is an innovative combination of learning centres and “double reduction”.After the implementation of the strategy,the experimental class was tested against the control class,and by comparing the learning outcomes of the two classes over the same period of time,it was found that the students in the experimental class had significantly higher learning outcomes and higher levels of science literacy than the control class when taught using the strategy proposed in this paper.In this way,the teaching strategy proposed in this paper not only meets the requirements of the “double reduction” policy to improve the quality of school teaching,but also effectively reduces the learning burden of students,which is of great significance for front-line teachers to improve their teaching methods.