The ID3-Based Study For College Physics

With the rapid development of the science and knowledge-based economy, people with compound talents, encompassing creativity and originality, become one of society' s rarest resources. In particular, the key skill is to know how to learn. According to statistics from UNESCO, the total scientific knowledge cumulated by man during the last 30 years accounts for 90% of the sum total. However, it is implausible that teachers are the sole source of knowledge. "We have to learn to study for lifetime. A dynamic and evolutionary knowledge mechanism should be established for life-long learning as soon as possible." As a result, modern education research advocates changing the current education system from "teacher-center-ed" to "student-centered" from "class-based" to "activ-ity-based" , moreover, it calls for "self-consciousness", "creative concepts" and the personality of students playing an ever greater role. These measures, researchers advocate, can help education meet the new demands in a great new era of information. The aims of education are by no means to impart static knowledge to students, but to develop their intelligence and to teach them how to study. The goal of teaching is not to help learners study a particular thing but enhance their overall ability to study effectively. So a new teaching pattern with new teaching methods and new instructional designs should be introduced in all educational fields including the college instruction of physics. Aiming at the new tide, the learn-centered ID3 (3rd instructional design theory), which is based on Constructivism, is arguably the perfect choice for college instruction of physics.The concrete steps and strategies are discussed in this paper in order to optimize the college instruction of physics and provide scientific evidence and data for reform of instruction and the curriculum. The content is divided into four categories as follows.The first part is to outline the development of relevant domestic and overseas research as well as the aims and ultimate significance of the research. The second part aims at analyzing the foundational purpose and mind from three perspectives, including relevant theories, hierarchies and patterns of ID3. The third part is the body of the paper, which expatiates the principle of ID3 for physics as well as concrete steps and provides the strategies and methods of instruction. The context concludes by discussing the advantages and disadvantages of ID3 in comparison with traditional instruction design in college instruction of physics and how to effectively integrate the two kinds of methods into one.