The Construction And Application Of The Guidance - Style Teaching Mode In Physics Teaching In Junior Middle School

In this study, I analyzed the current status problem of the present physics teachingin the junior middle school, reform of the teaching mode and study of the teachingmode by the extensive literature, and then, I propose the teaching mode that leadstudents and made them understood (I call it the Guide to Teaching Mode) based onmy five years experience as a physics teacher in secondary school, also use it injunior middle school physics teaching. To change impacting knowledge-basedteaching mode in the past, and to embody the dominant position of the students, theteachers are only playing a leading role in the process of all teaching. Only by this,the idea of this teaching mode "teach your guide, you learn to comprehend" canembody. Then, we can change the ever boring physics classroom; improve students’interesting in physics learning, students’ good emotional attitudes and values toknowledge of physics, to develop students’ ability to observe, to approach themigration of thinking, problem solving ability.Firstly, I proposed constructing the Guide to Teaching Mode in the junior middleschool physics teaching on the base of constructivism learning theory and cognitivelearning theory. Then, I mainly elaborated the method to construct the teaching modein junior physics teaching in the third chapter: To establish the teaching goalaccording to the Guide to Teaching Mode, it should to follow the guiding principle,integrity principle, level principle, specific principle and active principle; designingthe guide problem according to the heuristic teaching content, also, introducing howto transform the teaching to learning method deeply and meticulously with listedcorresponding examples; the practice of application in the preview class, new courses,training and feedback correction class of the Guide to Teaching Mode andcorresponding teaching examples; From the art of physics teaching classroom, Ielaborate from the teaching language and teaching methods two aspects of the Guideto Teaching Mode so that the teaching mode application effect is more obvious in thephysics education.At the end of this paper, I made the teaching experiment with the application of the Guide to Teaching Mode, the objective is to look at the construction teaching mode isor is not good at benefiting to improve student achievement in physics learning,training transferability of observation, thinking ability, whether it can developstudents’ physics emotion attitude, values and other non intelligence factors. So, theteaching experiment was divided into two parts, one is to check and the other isquestionnaire. Firstly, I selected one class as the experiment class, and the other one iscontrol class randomly from the two classes I take. In the experiment class I used theGuide to Teaching Mode to teach, while in the control class I used general andcramming method to teach. At the case of no significant differences in pre-test scores,after half a semester of teaching, the results from the post test scores, theexperimental class performed better than the control one. In addition, after half asemester of teaching, questionnaire survey of students of physics learning interest,learning attitude, learning methods show that, the overall situation of theexperimental class are better than the control one. The results obtained from theanalysis point views, the Guide to Teaching Mode has a great role in promoting forthe above mentioned purpose.