On The Application Of Physics Differentiating Instruction In Junior High School

It is known that the educational innovation is in pace with the development of social productivity. During the primeval or feudalistic period, when the productivity was low, education was the tool for the ruling class. In the industrial times, the class-based teaching mode was in need, while education is being rethought with the coming of informational age. Therefore, that the students in the same class are very different, which is mainly represented in the learning requirement and ability development, has been found. The traditional education mode, which requires students in the same way, has heavily dampened some students'enthusiasm and held back the students'development. Accordingly, educational innovation must meet the demand of society and the development of each student, thus resulting in differentiating instruction.Based on theory and practice, this thesis is on the application of physics differentiating instruction in junior high school. There are four parts: According to the problems in carrying on quality education in Shan Dong province in 2007,the first chapter studies the need of differentiating instruction from the following aspects: economy, education innovation and the advanced experience abroad. In this part, the writer will make clear the reason why the differentiating instruction is in need. The second chapter elucidates the definition of differentiating instruction and looks for its base from various educational theories. The third chapter illustrates the application of physics differentiating instruction. Incorporated with the research home and abroad, it analyses the reasons of the students'difference in learning physics, builds the efficient teaching models of differentiating instruction in junior physics, including the before-preparation, practical strategies and the positive role of information and technology, and explains how to do it concretely through cases. The last chapter firstly explains how to do it concretely through cases, then discusses the problems in the process of studying physics differentiating instruction. This thesis has the background of the national eighth large-scale curriculum reform, whose goal is for each student's development, thereby the research on differentiating instruction is influential and meaningful.