The Research About Teaching Difficulty To Established And Breakthrough In Middle School Physics

"To every student development" is the soul of the new high school curriculum.To achieve this, we should be open to all students and to improve the quality ofteaching. But in the actual teaching, often in polarization, one of the main reasons isthat teaching difficulties in teaching and learning did not be handle well. The purposeof this study is to explore the way of establishment of the difficulties in high schooland to explore the way of breakthroughing teaching difficulties. Its significance is topromote the combination of old and new teaching methods and to find the best way tobreakthrough the difficulties, and to improve learning efficiency, large area toimprove the quality of teaching. This study is not only the guiding significance totheir own teaching, the teaching of other teachers also have a certain inspiration andreference value.This study focus on the teachers how to effectively design and breakthroughdifficulty in physics teaching. Firstl, it is teaching difficult definition andclassification. Most of people agree that the difficulty of teaching is the knowledgebase that cognitive ability differences in the larger, difficult for students to understandand master and difficult for teachers to teache. Author on the basis of a carefulanalysis of high school students about way of thinking about physical knowledge andexperience, teachers and teaching materials through the relevant literature. Teachingdifficulties in high school physics is main in the following manner: the analysis of thecharacteristics of students’ knowledge base and teaching content five categories ofdifficulty; students’ lack of perceptual and physical content of the abstractcontradictions arising from teaching difficulty; students’ scientific memory techniques,lack of physical knowledge "miscellaneous pieces different" contradictions arisingfrom teaching difficult; students’ ability to identify easy to confuse the contradictionsarising from teaching difficulties with similar physical knowledge; students toimagine the difficulty of teaching the contradictions of the poor and the physicsinvolved in the microscopic world; lower students’ thinking abilities and the difficultyof teaching the deepening contradictions of teaching content. The preparation ofteaching materials and teachers teaching.There are three categories of difficulty fromthe difficulty of teaching physics textbooks is presented in improper; teachers teaching content to deal with teaching difficulties caused by the irrational; someexperiments ineffective or difficult to under realistic conditions completion of thedifficulty of the result of teaching.The paper went on to establish breakthrough in physics teaching and difficult toselect the method: the difficulty of teaching the abstract nature of the students’ lack ofperceptual knowledge and course content, students imagine the poor teaching andinvolved in the microscopic world content difficult Institute difficulty to identifystudents similar lack of capacity and some knowledge of physics is easy to confusethe difficulty of teaching, some experimental results are poor or difficult underlaboratory conditions, resulting in difficulty of teaching. And then, combined with thespecific case, a detailed analysis of how to determine the teaching difficulties, andhow to choose overcoming difficulties election. Take into account the importantposition of teachers in the instructional design process, mainly from the perspective ofteachers to put forward some suggestions last article which help the physicalinstructional designers situation that may arise from many aspects to consider theteaching process to enhance the instructional design effective sex.