Study On The Practice Of Situated Instruction In Physic Teaching In Junior Middle School Based On The Cognitive Psychology

Social development calls for modern education to emphasize the cultivation of student's creativity and practicing ability. Recent years have witnessed worldwide reform in basic education. Currently, domestic reform in basic education has also been undertaken in China. Among others, the reform of pedagogy constitutes a significant link in it. In terms of pedagogy, Situated Teaching is one that is worthy of much studying, since it is in line with the ongoing education reform and reflects the requirement of quality oriented education.This paper mainly studies how to carry out Situated Teaching in Physic teaching in Junior Middle School, which paves a smooth way for the quality oriented education. The study comprises of the author's understanding of quality oriented education, the opinion on Situated Teaching and its practical operation during the classes. The author first discussed the necessity of carrying out Situated Teaching under the new curriculum concept, and then specific strategies of carrying out Situated Teaching during the teaching of physical conceptions and laws on junior middle school courses as well as practical operation during the teaching and its effects achieved. In addition, the author also made an initial analysis on the design characteristics and solution approaches of situated problems on junior middle school Physics courses.Result of the study in this paper indicates that Situated Teaching on junior middle school Physics courses plays a notable role in cultivating student's abilities and enhancing study efficiency. It also shows that student's work efficiency and improved interest in learning and researching is closely related to the reform of pedagogy. Therefore, the pedagogy of Situated Teaching during junior middle school Physics teaching deserves further studying.