A Study On The Creation Of Physics Teaching Situation In Senior Middle School

Due to highly abstract and generality of physics concepts and laws, students usually feel boring only by oral explanations of teachers and their interest in physics learning will disappear in the long term. If the physical knowledge is turned from problems into situations and penetrated in the specific situations, the teaching effects will be very different. However, the relative literatures consulted suggest that there exist many problems in the situation setting of high school physics teaching at this stage and it is necessary to further study these problems.This research takes the classroom observation as the method and designs the observational tool independently:Firstly, determine five observation points around the situation setting including "relevance of the situations and the teaching objectives", "impact of the situations on the students’ learning", "teaching functions of the situations", "the situation types" and "time spent on the situations"; secondly, detail the observation points and compile the observational tool according to the demands of simplicity of the words, easy to record quickly and clear in logic; lastly, modify the observational tool repeatedly on the basis of the observation records and construct "the observation table of the high school physics situation setting" which has a relatively high reliability and validity (see Appendix 1).Six videos of physics public classes for the high school are selected as the research object and observed with the observation table. The statistical analysis based on the dimension of observation points shows that the short time-consuming situations are popular with teachers; the types of the situations are overly concentrated in the experimental situations; less student participates in the situations; the situations are based on the textbook; the coefficient of relevance between the situations and the teaching objectives is high.Further analysis details based on the dimension of situational contents show that something is worthy of reference in the high school physics situation setting. For example, the situation setting reflects dominant position of students; the situations can effectively inspire the students’cognitive conflict; the situations accord with the teaching philosophy of efficient classroom; the situation setting visualizes the abstract physical knowledge. At the same time, there also exist some problems in the situation setting:the situations are deviated from the teaching objectives; the situations are beyond the cognition of students; the educational value of the situations is not fully digged out; situation setting lacks of the overall planning, the details of demonstrating experiments are non-normatively handled, there exist some scientific mistakes in the situation of simulation experiments, and so on. For these advantages and disadvantages existing in the situation setting, this paper presents the corresponding teaching fragment as instructions.In order to improve the effectiveness of the situation setting in physics teaching, this paper puts forward the following eight teaching suggestions:define the directivity of the situational objectives, grasp the difficulty of the present situations, dig out the educational value of the situational contents, increase the diversity of the situation types, guarantee the rationality of time spent on the situation setting, improve the standardization of the situation setting, ensure the scientificity of the situational contents and emphasize the openness of the situational problems.