A Comparative Study Of Kinetic Energy Theorem Of Instructional Design

The new curriculum reform from the pilot to widely has more than ten years. To carry out t he situation with the actual teaching is inseparable, a good physical lesson, is bound to have a g ood teaching design. Through the predecessors’research and interviews, to see the present situ ation of the implementation of the new curriculum reform, it will have to make the education w orkers, reviewing the present teaching design, have the quality of teaching design, teachers in t he classroom to achieve the real teaching.The first chapter and the second chapter in this paper will focus on the current teaching design, and the high school physics curriculum standard of physics textbooks in our country history, ind uction, summary, generate the present middle school physics teaching design theory, practice, f eedback. The third chapter is the theoretical basis of teaching design. Namely "intelligence, skill s, cognitive structure" ability theory and the theory of physical high-end preparing physical high-end preparing theory including the manifestation of the ecological and scientific methods of ph ysics teaching education.The fourth chapter comparative study of the kinetic energy theorem. Is divided into three part s, respectively is the study of the design scheme, the object of study the significance of the kine tic energy theorem of teaching design, evaluation and teaching design of four latitude namely di mension and the nature of physics teaching of physics teaching logic dimension, scientific meth od of dimension and the dimension of the physics teaching innovation. The fifth chapter is case analysis and case analysis, the kinetic energy theorem of instructional design, published and phy sical high-end lessons under the guidance of the theory of teaching design, theoretically accordi ngto the four dimensions of teaching design evaluation will through the case analysis of teachin g design theory of evaluation results. Through interviews, given a glimmer of teacher evaluation of different mode of teaching design. Finally, the theory of evaluation and practice do consolida tion. Chapter6Conclusion. Chapter7Introspection.