Analysis Of Individual Instruction And Win-Win Effects In "Physics Learning Dialogues" For Elementary And Middle School Students

China’s vast territory,remote areas rural pastoral areas of primary and secondary school students’ education and teaching in the huge field of education also occupies a certain proportion,is one of the basic education work which is necessary to carry out in-depth research.Compared with urban or developed areas,based on the regional characteristics of small resident population,fewer schools,fewer school parallel classes,and fewer students in rural pastoral areas,mining suitable education and teaching resources,studying the exchange and cooperation between students,and individual guidance of students are all teaching and research of practical value,and also more conducive to promoting the balanced development of education.Advocating the coordinated education of schools,families and society will be more conducive to the implementation of moral education and improving the education system with all-round development of morality,intelligence,physical fitness,the United States and labor.There are many classic learning cases that can be cited in teaching about dialogues and exchanges between brothers and sisters in students.There are many connecting points between the elementary school science curriculum and the junior high school physics curriculum.The "physics learning dialogue" between the younger siblings in elementary school and the older siblings in junior high school contains various elements of physics enlightenment education and deep learning.The use of representative and universal "physics learning dialogue" to carry out teaching will promote the learning and emotional education of primary and middle school students.In this study,after selecting the required students and the number of students who meet the research conditions,In line with the principle of not only increasing the burden of students,a simple survey was carried out on the younger brothers and sisters in primary school and junior middle school and other students in the research group,a qualitative study was carried out while a quantitative study was carried out on "physics learning dialogue",and the application of "physics learning dialogue" in junior middle school physics teaching design was discussed.The research shows that "Physics learning dialogue" not only improves the students’ interest in science curriculum,but also expands the breadth and depth of knowledge;It promotes junior middle school students’ physics learning,which is conducive to creating novel and in-depth problem situations in physics classroom and promoting deep learning;The individual guidance of corresponding problems reflects the development of each student;A "win-win" effect is achieved in both teaching and learning in primary and secondary schools.