| Enriching perceptual knowledge, cultivating interest in learning, and converting them into strong craving for knowledge are the basis and premise for success or failure of physics teaching in junior middle school under new curriculum standard. In physics classroom teaching, lead-in is used to inspire students’ thirst for knowledge and activate students’ thought, making them focus attention on lesson and enter into learning situation of the new topic in a short time. In this case, teachers are required to fully understand the existing knowledge structure of students, and activate this structure through proper ways and methods, so as to make it stay in the "standby" state. In this article, based on the support of many theories, such as constructivism learning theory, humanism learning theory, mind mapping learning theory and theory of advance organizer, the principle and necessity of lead-in art at the beginning of class were analyzed. Then the author found problems through "survey on the current situation of lead-in in physics classroom of junior middle school from point of view of students and teachers respectively", and carried out induction and reorganization. Finally, the innovative class lead-in strategy was put forward, and actual case analysis was used to explain the role of different class lead-in arts for new physics lessons, physics experimental lessons and exercise classes, afterwards, according to teaching practice and evaluation standard of lead-in for physics lessons, the advantage and disadvantage as well as feasibility of the application of various types of physics lesson lead-in strategies in different lesson types were analyzed.Under the guidance of new physics curriculum standard, the thesis mainly reflects characteristics of physics subject, and proposes the improvement strategy of lesson lead-in, as well as the problems in lead-in for physics lessons in junior middle school and corresponding improving suggestions. Hope the study can evoke the attention, thinking and study on related issues of physical education workers in front line, so as to further improve the education work of physics and provide reference for related researchers as well. |
