The Study On The Instructional Design Of INTERACTION Based On The Geometer’s Sketchpad

The thesis aims at analyzing the application of the Geometer’s sketchpad in senior high school physics teaching by documentary research and survey. It has found that the application of the Geometer’s sketchpad is largely confined to single knowledge point.While these coursewares are vivid, interactive and efficient, they are not systematic.Guided by modern instructional design theory, this thesis takes the Geometer’s sketchpad as a platform, which is dynamic in interaction, superior in mapping and calculation. It selects chapter III Interaction in ordinary high school physics textbook of PEP as the subject, and makes a systematic design for it. Based on the systematic analysis of subject’s teaching material and learning situation in this unit, the thesis has developed related experimental resources and the Geometer’s sketchpad resources according to the modern instructional design model.First, the subject in the unit is decomposed. The unit subject is regarded as the level I subject, and it is divided into six level II subjects, which are in turn broken down into twenty-three level III subjects. Next, the systematic design is made to these sub-level subjects.In fact, there are many advantages applying the Geometer’s sketchpad to physics teaching, but the survey shows that few physics teachers use it in high school classroom teaching.By systematic instructional design research to the unit subject Interaction, the thesis further confirms that: first, vividness and interaction can be achieved if the dynamic, interactive Geometer’s sketchpad is applied to physics instructional design;second, by making use of parameter mapping and graphing function of Geometer’s sketchpad, the dynamic change of the physical quantity can be displayed, which is beneficial to highlighting the key points and overcoming the difficult points of senior high school physics; third, simple experiment design is both effective and efficient for classroom teaching, and is in accordance with today’s new curriculum requirement.In addition to the above conclusions, the study also finds that: first, the integrateduse of the structure, conversion, measurement, and data and graphic of Geometer’s sketchpad can help solve the tough problem of experiment data processing of Synthetic Force, which makes the data processing more convenient and more visualized; second,the hide/ display and link function of the Geometer’s sketchpad are favorable to demonstration, which makes it easy for teachers and students to draw a high school physics concept map, helping students to build a well- constructed knowledge structure; third, with the calculation and text capability of the Geometer’s sketchpad,dynamic physical units can be displayed, thus the confusing problem of physical unit and physical size of the unit can be solved; fourth, if the Geometer’s sketchpad is served as a platform, senior high school teaching in cell design and classroom design are feasible.The achievements of the instructional design of this unit are as follows: first,twenty-three simple experiments have been designed by taking advantage of body language and used materials in daily life; second, six pieces of courseware related to the Geometer’s sketchpad have been developed. They are named respectively as:Synthetic Force Experiment Data Processor, Force Demonstrator, Force calculator,Gravity Decomposition Demonstrator on the Slope, Decomposition Demonstrator of Force Stood by the Carrier,and Force Decomposition Problem Solving Booster.; finally,a systematic sketchpad courseware about PEP compulsory high school physics I Chapter III Interaction. gsp has been designed.