The Research On The Theory And Practice Of Personalized Teaching Of Physics In Senior High Middle School

Each student is an individual,has its own idea,view and attitude. Education should respect people’s personality and individual differences as a basis, considering the different education needs, suitable for their own education to students. Personalized teaching to students’ personality characteristics and individual differences as foothold, personalized "teaching" of teachers guide students individualized learning, aims to develop a personality people with independent personality. This article from the following several aspects to explore.First, through the literature research to explore the connotation of individualized teaching, closely related with other theories, and the education value of personalized teaching and the existing problems in the process of implementation.Second, implementing personalized teaching in high school physics discipline related theories discussed in this paper. Personalized high school physics teaching in ordinary high school physics course standard and the advanced teaching theory as the instruction, the personalized teaching theory and related theory, on the basis of ideas, follow the principle of difference teaching, so that the students can develop according to their personality characteristics, and promote the healthy development of the students as the goal of teaching.Third, the implementation of personalized teaching in high school physics class is discussed in many ways, and in practice. I through a variety of ways to get to know the students’ personality characteristics, according to the specific condition of students, to design the corresponding teaching. In the regular classroom,I go on through the teaching content, etc. The differences of the arrangement, according to the characteristics of the student individuality difference attention and guidance to implement the personalized teaching idea. Fourth, finally shows the practice of some materials, discuss the content of the research. Draw the following conclusions:1.Different students love different times of learning, and the difference is significant, the number of the most like study at night. Visual auditory kinesthetic preference is more significant, difference is very big, which accounted for the vast majority of visual type. This is higher with other relevant research agreement.2. Each student’s Personality characteristics, learning preferences, learning style, cognitive style, intelligent combination, family background, education background, previous knowledge and experience are different.3. In high school physics teaching in the design of hierarchical teaching goals through design, different teaching activities, highlight the dominant position of students, personalized design of classroom questioning, various ways of personalized homework assignment to explore individualized teaching, a growth promoting students.