The Study Of Status And Practical Research Of High School Physics Assignments Within The New Curriculum

Along with the new curriculum reform, profound changes have taken place in the teaching of high school physics. Those shifts are reflected in teaching form, teaching methods, teaching evaluations, and teachers’views. Physics assignments are not only a major part of the teaching process, but also an indispensable element in the implementation of the new curriculum. In the light of the new curriculum, teachers are required to weaken the influence of exam-oriented education and refrain from the traditional concepts of assignments, such as focusing on piles of exercises and amounting to win.According to the new curriculum idea of "To set up people-oriented awareness, to cultivate the scientific literacy of students, and to promote students’ all-round development" and the gist of curriculum standard, the paper learns from effective experience of assignments’ arranging abroad. At the same time, the paper discusses relevant issues concerning the assignments’ arrangements. Improvements are made in the assignments’ arranging in the second half of the required course. The paper is divided into four parts. The first part describes the current research work, both domestically and overseas, and clarifies the purpose, contents, and meaning of the paper through literature research. The second part provides some theories for high school’s physics course assignments in the form of objective, content and feedback. The third part of the paper employs methods of questionnaire surveys, data statistics, comparative analysis, and interviews. This part conducts research on the present situation of some middle schools’physics teachers in such issues as physics work objectives, content, form, stratification, time, feedback, and3-dimensional target. Meanwhile, through the analysis of the causes come the results of the research:The purpose and goal of assignments arranging are too utilitarian and simple; One-dimensional content and form of assignments are detrimental to the development of students’creative thinking; The operation stratification is confined to the theoretical stage without virtually carrying it out in practice, which cannot benefit the students in any aspect; The fact that students in higher grades spend much more time on assignments than those in the lower grades indicates that teachers do not think from the position of the students. Teachers are the subject of grading assignments, but this time-consuming task of grading and students’failing to participate in the process leads to too simple evaluation way of assignments; The operation goal centers on the knowledge and skill level.Based on the analysis and research of the third part, the fourth part of this paper furthers its points. The fourth part discusses the principles of arranging assignments and methods of practical operations from both the roles of teachers and students according to the theories in the second part. Issues emerging in the third part can be solved through goal setting and form of assignments, as well as operation stratification and time. By illustrating examples, this part demonstrates the practicality and validity of the issue-solving methods. The conclusion is that as long as teachers take into full consideration the purpose, level, diversity, creativity, time and development of individual students when arranging assignments, students will be more academically enthusiastic and less stressed out.