The Application Research Of "Advance Organizer"Teaching Stategy In The High School Physics Teaching

In teaching,’’Advance Organizer" bridges the gap between the existing cognitive structure and the new knowledge, promotes the understanding of new knowledge and consolidates the old knowledge remaining in the cognitive structure. Introducing the "advance organizer" teaching strategy into the high school physics classroom can help improve the teaching efficiency and overcome the mechanization of teaching form.This study is divided into three stages according to the "advance organizer" teaching strategy putting forward by Joyce. Then the author designs the teaching case and investigates whether the "advance organizer" teaching strategy is better than traditional teaching strategy in some fields, like the understanding of new knowledge, the remaining of old knowledge in cognitive structure and the remaining of new knowledge.Firstly, the author visits5high schools in Hangzhou, Shaoxing and Taizhou in Zhejiang province and chooses28physics teachers participating in the questionnaire survey. The conclusion shows that though teachers have some knowledge of the "advance organizer" teaching strategy, there are still some problems in practice.Secondly, based on the teaching schedule, the author writes the introductory material and teaching design of chapter4"Newton’Laws" of Pepole’s Education Press, and conducts teaching experiment in class3grade1and class4gradel in a high school in Taizhou Zhejiang. Then, the author applies the "advance organizer" teaching strategy in experimental class and the traditional teaching strategy in comparing class. After the experiment, arranging the post-test and delayed test in both two classes and communicating with students in the form of interview.Finally, the author draws conclusions that(1)comparing the post-test scores of two classes, the experimental class is high than the comparing class, so the "advance organizer" teaching strategy can improve the teaching effect of new lesson;(2) comparing the delayed test scores of two classes, there is no significant difference, so the "advance organizer" teaching strategy can not improve the effect of remaining the new knowledge;(3)"organizer" material can improve the learning interest to some extent, but if the "organizer" material is too difficult or wide ranged, it will increase the learning burden of bad students, so the effect of remaining the new knowledge is not significant.