Research On The Creation Of The Physical Situational Teaching In Grade Eight Under The New Curriculum Standard

Established by Ministry of Education in2011,The physics curriculum standard under thenine-year compulsory education explicitly pointed out,"on the school compulsory educationstag,the goal of physics course is changing from imparting scientific knowledge and trainingskills to the students in a single into the three-dimensional curriculum goal system of knowledgeand skills, process and method, emotional attitude and values."In December2012, held in Guilin, Guangxi province,the seminar about junior middle schoolphysics high quality class display and the new curriculum standard and new teaching materialput forward clearly,"junior middle school physics teaching should set out from stimulatingstudents’ interest,and cultivating the students’ interest is the primary task for the juniormiddleschool students to learn physics.According to the student’s age characteristic and thecognitive ability, physics teachers must pay attention to the students’ emotion, and make thestudents experience the simpleness and fun of physical knowledge in the teaching process, sothat let the students turn from fearing physical to loving to blend in, and then improve theinitiative to the physics learning."Situational teaching theory conforms to the modern education concept and teachingideas.That teachers use situational teaching method in the classroom is more close to thestudents’ life and accord with the students’ cognitive characteristics. Situational teaching is a wayto explore new curriculum reform.The application of situational teaching in physics teaching canchange the traditional cramming teaching. Students in grade eight of junior high school started tolearn physics,grade eight physics teachers in the teaching process, should try to cultivate thestudents interest in learning physics as a starting point, pay attention to the cultivation ofstudents"interest"target.In the teaching design,basing on the teaching material contents and the students’psychological characteristics, and starting from the principle and the basic method of situationalteaching, the eighth-grade physics teachers can create problem situation, life situation,multimedia situation, humor language situation and the humanities situation and so on, makingphysical knowledge "live" in students mind, causing the students’ emotion experience,improving the students’ learning interest and learning enthusiasm.Which is beneficial to guide students to find and solve problems, to improve students’ thinking ability.It also helps tostrengthen the students’ cognitive ability,and improve the students’ scientific literacy; to improvethe students’ observation and operation ability, and to cultivate students’ innovationconsciousness and creative ability; to promote harmonious relations between teachers andstudents,improve teaching methods,and ultimately promote the education teaching reform. So, inthis paper,we chose to entitle "eighth-grade physical situation teaching under the curriculumestablishment research"on this topic, and the main contents of the study are as follows.In chapter1, we mainly describe the source of the selected topic, purpose and meaning ofthis topic research and the dynamic analysis of the research at home and abroad, and alsointroduce the contents of the thesis and the research methods.In chapter2, it is about the theoretical study of the situational teaching. Related conceptsincluding the situation, the situational teaching and physical situation teaching are discussedandcompared.We expounded the constructivism theory, educational psychology basic theory andsituational learning theory in this paper。In chapter3, basing on the students’ age characteristics and psychological characteristics, andcombining with the physics contents concepts, rules, problem sets in the grade eight, we analyzethe specific principles and basic methods of the eighth-grade physical situation teaching.In chapter4, combining with the specific practice situation on the author who worked asanIntern in Nanning Eighteenth Middle School,by investigating and analysising the eighth-gradephysical students in Nanning Eighteenth Middle School, we explore the influence of the physicalsituation teaching in the eighth-grade class on students’ learning interest and the teacher-studentrelationshi, find out how to apply eighth-grade physical situation teaching strategies to improvestudents’ interest in learning physics，improve the teacher-student relationship,increase theefficiency of the classroom.In chapter5, seting out from the physics teaching goal in grade eight, we dig up physiccalteaching material contents, which contain rich situation teaching material. The eighth-gradephysical situation teaching cases established is applied to the class, and the teaching effect isanalyzed.In chapter6, reflection and prospect to create the eighth-grade physical situation teaching.