High School Physics Teaching Strategies Advance Organizer

This departure from the High School Physics Teaching, according to modern teaching requirements and the actual situation, the author found that both advance organizer teaching strategies to reach the new curriculum reform in requirements or in improving the efficiency of student learning, as well as to teaching effectiveness has had an active role. According to the above, so I teaching strategies to advance organizer for the study, the first thing on the high school physics teaching in the "advance organizers" the application of teaching strategies to do the actual research. By high school physics teaching in the "advance organizers" strategy applied investigate, draw most of the teachers to "advance organizers" have the understanding, but to "advance organizers" of the teaching strategies and forms of knowledge are many inadequate. Based on this finding, combined with the latest theory, this paper mainly discusses the basis of the original physical problem, "organizer" strategy, learning the history of "organizer" strategy, experimental "organizer" strategy, introduction class "organizer" tactics several organizers The role of teaching strategies and use cases. The author concludes by studying:1 original physical problem, the history of physics, experiment, introduction class as advance organizers in teaching practical teaching strategies, that the original strategy of physical problems, the testing strategy, learning the history of strategy, tactics as the introduction class one of the organizers can be used in actual teaching.2 Through research, I believe that "advance organizers" Although many times in the learning situation at the front to use, but "first" term limits the use of this theory. As the theory further, we can easily find "advance organizers" more can be placed under various stages of use, not just in the front. Therefore, I believe that "advance organizers" called "organizer" is more accurate, then it will not lead to the concepts of ambiguity, it would not cause "organizers" to use restricted.Therefore, I believe that applied to practice from the perspective of "advance organizers" to "organizer" more conducive to the development and application of the theory.