Design Of High School Physics View Course Based On Instruction Design

The classroom observation record table(which is hereinafter referred to as the classroom observation table), are indispensable tools for effective classroom observation, which plays an important role in the process of implementation of classroom observation. Although the classroom observation tables are gradually used in daily teaching activities by front-line teachers, the design of the special classroom observation tables in view of the specific high school physics schedules has not researched thoroughly. The high school teachers don’t have access to detailed reference design basis. Therefore, this paper studies the design methods of the classroom observation tables on the basis of analyzing the insufficiency of existing classroom observation tables and combining with the characteristics of high school physics curriculum. These methods have the vital significance for high school physics classroom observation.We firstly analyze the existing literature about classroom observation and classroom observation tables, and then researched the general methods of the design of high school physics classroom observation. Firstly, study the intent of teaching design. Secondly, determine the research question. There are four sources mainly from the needs of the observer and the observed or cooperation, the current teaching practice, the characteristics of the high school physics and the existing research results of classroom observation. Thirdly, deconstruction research questions and find the core concept. I put forward four methods of deconstructing research problems, which are the decomposition method, the series method, the parallel method and the comprehensive method. Fourthly, list the key line accords conforming to the core concepts. It lays a foundation for the design of the concept of specific classroom observation tables in the next step. Fifthly, design classroom observation tables. The design process is the rendering process of the key behavior related to the research question according to the internal logic relations in the form of system form. Sixthly, try to use the classroom observation tables. The practical application of the classroom observation tables in the teaching can help us to find out potential unreasonable problems in the design process of the classroom observation tables. Seventh, revise classroom observation tables. We can revise and perfect the classroom observation tables by discussing or looking up specific information aimed at the specific problems in the classroom observation progress.This paper examined the maneuverability of the classroom observation table by applying the design method of classroom observation table in the actual classroom teaching. I worked as a teacher in class in the process of the practice test. So I made the teaching design about elastic force section based on curriculum standard and set a series of problems in the application of physics teaching as the key points. After understanding the specific courses, I compiled a list of the specific classroom observation tables about the elastic force section in accordance with the general methods of preparation of high school physics view schedule. Firstly, analyze the elastic force section of the teaching design. Secondly, determine the research question of the elastic force section- "how to use the series of questions to promote students’ learning". Thirdly, deconstruct the research problem of the elastic force section and find out the core concept- "Series of problems". Fourthly, list the key line accords conforming to the core concepts(It is such as the teacher’s questions, the student’s answer and the teacher’s feedback), and design the classroom observation tables. Finally, try to use and revise the classroom observation tables. These methods have rationality and operability through the analysis of trial results, which has a large reference significance to prepare a list of the classroom observation tables for high school physics teachers.