High School Physics Teaching Should Create Meaningful Learning Experiences

High school physics teaching should achieve transformation and lay a foundation for promoting student development and growth of ideas, work and life. High school physics teaching should create meaningful learning experiences to enhance a variety of essential value for students better integrating into society and living in the community.It studied follow three contents using literature method, survey method, statistical analysis and case analysis in this paper.First, discuss on "high school physics teaching should create meaningful learning experiences".Second, conduct a questionnaire survey analysis on present situation of "high school physics teaching should create meaningful learning experiences".Third, put forward corresponding strategies on "high school physics teaching should create meaningful learning experiences".Through investigating and analyzing on China's high school physics teaching for students to create meaningful learning experiences, status quo were follows:first, Most of the students thought that high school physics teaching impact them greatly on creating a meaningful learning experience. The significance of physics learning performs in the "basic knowledge" learning and "application" learning profoundly, second, there was a large gap between practical learning ability and thinking "applied" learning; Third, high school physics teaching have no more promotion function on three dimensions of meaningful learning such as comprehensive, learning to learn, human dimension. Caring inadequate on comprehensive, learning to learn, human dimension was main deficiency of china's high school physics teaching creating meaningful learning experiences.Dealing with above status quo and missing, this paper putted forward three tactics as follows for high school physics teaching to create a meaningful learning experience. First, establishing the learning-centered teaching design paradigm; second, choosing life and community-based educational content; third, founding comprehensive active learning teaching activities.