Research On The Contextualized Teaching Of Physics In Junior High School Under The Background Of "Double Reduction"

In order to build a good ecology of education and return education to the school,the "double reduction policy" came into being.In this context,the school has relatively reduced the burden on students,but to some extent,it has given teachers greater responsibilities and obligations,which requires teachers to enable students to achieve efficient learning in a limited time.Physics teaching is an effective channel to broaden students’ thinking and vision.In order to improve the quality of physics teaching in middle schools,every educator should devote himself to teaching and seek better education models and methods.The author mainly focuses on the situational teaching of junior high school physics,and believes that situational teaching is a teaching method that conforms to the current background and the cognitive structure and psychological characteristics of students.Starting from the concept of situational teaching,this paper analyzes the theoretical basis of applying situational teaching in middle school physics,and then takes the teachers and students of the author’s work unit as a sample to investigate the current situation of junior high school physical situation teaching.According to the conclusions obtained,it discusses the relationship between modern teaching practice and teaching theory,and discusses the current situation.Put forward your own opinions on the implementation of teaching.The specific implementation theory of situational teaching is derived: contextual teaching principles,teaching modes,teaching strategies,etc.On this basis,the author conducts research on junior high school physics classroom teaching and divides it into four stages,namely,the analysis stage,the design stage,the implementation stage and the evaluation stage.He elaborates the problems that teachers should pay attention to in each stage,and puts forward corresponding efficient teaching methods.Through the study and research of situational teaching theory,it can help teachers further think about the problems arising in teaching.Finally,in order to truly reflect the characteristics and functions of junior high school physics situational teaching,the author combines teaching practice to seek a way to deeply integrate situational teaching with classroom teaching,analyzes the new teaching led by physics concepts and physical laws,as well as the exercises led by situational problems,and gives specific teaching.The design is detailed.With the assistance of situational teaching,students are striving to take the initiative to learn,improve the teaching effect and achieve better development,which is of practical and far-reaching significance for promoting the current reform of new curriculum education.The research methods adopted in this paper mainly include questionnaire survey,literature and case analysis.The research found that at present,some teachers still have the idea of focusing on theory over practice,or simply interpreting situational teaching as a separate teaching method such as experimental teaching and question-and-answer teaching.In response to the above problems,the author hopes that through this research,the majority of educators can realize that situational teaching can mobilize students’ enthusiasm for physics from the source.Of course,the creation of the situation also puts forward higher requirements for educators,and it is necessary to change the concept of education to research-oriented faculty.