The Practical Research On Layered Teaching In High School Physics

The traditional teaching model has a problem of insufficient personalized teaching and cannot meet the personalized development needs of students.The "National Medium and Long-term Education Reform and Development Plan Outline" emphasizes the importance of individualized teaching,paying attention to students’ different characteristics and individual differences,developing all student’s strengths and potentials,and promoting layered teaching models.However,the implementation of layered teaching models in high school physics teaching has obstacles,so this article investigates the shortcomings of existing layered teaching models,designs feasible and effective layered teaching procedures,reduces the burden on high school physics teachers during layered teaching,and improves the quality of education and teaching.This study first uses literature review to sort out the research status,concepts,and theories of layered teaching,laying a research foundation.Then,through questionnaires and interviews,the current situation of high school physics teaching was fully understood,and the problems in teaching were analyzed.Combining the problems found in the investigation,a layered teaching research plan was formulated,and the layered teaching action research of high school physics was conducted.The shortcomings in the layered teaching process were found and repeatedly modified and improved in practice.In the research process,the experimental method was used to control the variables that affect the teaching effectiveness,so as to more accurately evaluate the teaching effectiveness of high school physics layered teaching.The main conclusions and suggestions of the research are as follows: First,the layered teaching process proposed in this article for high school physics includes six stages: previewing;introduction and discovery;analysis and summarizing;applying and solving;repeated and strengthening;expansion and improvement.In each stage,teacher provides differentiated teaching for students at different levels,thereby achieving hierarchical improvement.Second,under the layered teaching mode,teachers need to provide additional personalized designs for students who are at the two extremes of learning situations.High-level students need more space for independent thinking,while low-level students need more opportunities for practice and imitation.Third,under the layered teaching model,teachers should hand over the initiative of learning to students,make reasonable use of incentive measures,guide students to improve teaching effectiveness through cooperation and competition,and improve the current situation of physics learning among students.