An Experiment Of "Advance Organizer" Physics Teaching Strategy For Senior High School Students

Proceeding from the transformation of the students' cognitive variables, "Advance organizer" teaching strategy can erect a bridge between the old knowledge and the new knowledge to be learned, and this can also facilitate the students' comprehension of new knowledge and the consolidation of the old knowledge. The introduction of "Advance organizer" teaching strategy into the current teaching practice of physics in senior middle schools will be conducive to providing new horizons for the underway reforms in the teaching of physics, and this strategy will be beneficial to surmounting the formalistic and mechanical classroom teaching for teachers of physics.This essay focuses on the introduction of "Advance organizer" teaching strategy (the three stages of Joyce)into the teaching of physics, making an exploration into the problem whether the "Advance organizer" teaching strategy will produce better effects than the traditional teaching approach dominated by "teachers" impartation-students' reception" teaching model in the aspect of the comprehension of new knowledge and the consolidation of the old knowledge, checking whether this will be beneficial to the study of the average and low students, thereby to the elevation of the students' comprehension and problem-solving capabilities, and to the widespread improvement of teaching quality.In the first place, Chongqing No.66 Senior Middle School is chosen to be experimented with, in which Class2, Class3 and, Class5 in Grade 2 are sampled. Among these Classes, Class2 is an experimental key one; Class3, experimental common one;class5,a non-experimental common one. Accqrding to the contents of Electric Field, the first chapter (compulsory course plus selective cpurse) of Book2 in Senior...