Practical Study On Leading-in Strategy Of Physics Classroom In Middle School

With the theme of "Practical Research on the Introduction Strategy of Junior High School Physics Classroom",this paper analyzes the theory related to middle school physics teaching and combines it with practical investigation and research,so as to explore effective middle school physics classroom introduction strategies,so as to provide a certain reference for junior high school physics teaching.Through the study and analysis of the theory of physics teaching in secondary schools,the author understands the principles that should be followed in the classroom introduction of physics teaching in secondary schools.Then,the introduction strategy of junior high school physics classroom is heterogeneous,and the teaching effect is analyzed by questionnaire survey.Based on these theoretical analysis and practical research,the introduction strategies of junior high school physics classrooms are classified and summarized,including traditional experiment import,innovative experiment import,life situation import,video courseware import,literary story import,and review analogy import.Subsequently,based on the premise of this classification,the author uses different import strategies for the same physics course to conduct heterogeneous teaching design research in the same class.In summary,in the teaching introduction strategy of junior high school physics classroom,the introduction method of innovative experiments is used to achieve the best results,so the method of innovative experimental introduction is used in teaching,so that the teaching design is more novel,the classroom performance is more eye-catching,it is easier to arouse students’ curiosity,so that students have interest in learning,thereby improving students’ enthusiasm for class and ultimately improving teaching quality.Finally,through the practical research on the introduction strategy of junior high school physics classroom,the author also hopes that this research can provide certain reference value for middle school physics teachers when choosing classroom introduction strategies in the face of different nature of physics courses.