Investigation And Research On The Introduction Of New Curriculum In Senior High School Physics Classroom

The introduction of new courses is the opening of a class.A successful introduction can not only make students pay attention,but also arouse their strong desire for knowledge and improve their interest in physics learning.Therefore,if teachers want to better grasp the classroom,the introduction link is essential.However,the real situation in the front line is unsatisfactory.Most teachers regard the main knowledge content as the most important part,ignoring the importance of the introduction link.At present,there are few researches on the introduction of new physics classes in senior high school,and there is a lack of systematic and in-depth exploration.Most of them rely on personal teaching experience and lack of professional theoretical support.In this context,this paper carries out the practice and Research on the introduction methods of high school physics classroom,finds out the main problems and puts forward some targeted suggestions,and strives to provide some help to high school physics teachers.Firstly,the paper sorts out the methods of introducing new physics classes through literature research,and summarizes the methods and functions of introducing new physics classes on the basis of professional theories;After that,the corresponding research and verification were carried out by observing the classroom method,questionnaire method,character interview method and experimental teaching method.A total of 60 famous teacher classes and 60 in class lectures were observed for a long time.Through the comparative analysis of the new course introduction method,introduction time,effect and the degree of investment in students,we can find out the parts that are worth improving in the in class teaching;Then,we carried out a questionnaire survey and interview dialogue with students and teachers of different teaching ages,summarized and analyzed the data,analyzed the current situation of new course introduction in front-line teachers by using a combination of qualitative and quantitative survey methods,and found the following problems in the teaching process of front-line teachers: Teachers’ insufficient understanding of the importance of new course introduction,too single introduction means,too long or too short introduction time The effect of the introduction is not ideal and the participation of students in the introduction is not high.The causes of the specific problems are analyzed.Finally,combined with the current situation and reasons of classroom introduction,this paper summarizes four strategies for the design of introduction links,which are: integrating the physical elements in life,paying attention to the frontier of physical science and technology,diversified design and learning from the successful cases of excellent teachers,and whether the effective application teaching practice is carried out.The basic design of the practice is to select two parallel classes at the same level and randomly list them as experimental class and control class.In the experimental class,the introduction of new courses is carefully made according to the introduction strategies,with diversified methods,appropriate introduction time,and attention to the interaction between teachers and students,so as to stimulate students’ interests and cultivate students’ thinking ability;In the control class,only the traditional direct introduction method and review introduction or omitting the introduction link are selected for the teaching of the course,and the other teaching processes are basically the same.After half a semester of research and practice,the physics literacy and test scores of the experimental class,including the performance of the physics class enthusiasm,are better than those of the control class,thus confirming the necessity and effectiveness of the introduction method.