The Experimental Study Of "Learn First And Teach Behind, Feed Back And Correct" Teaching Model In Physic Teaching Of Junior High School

This thesis depicts "learn first and teach behind, feed back and correct" teaching model in terms of previous research, research methods, definitions of core concepts, theoretical basis and basic model at home and abroad. Furthermore, the writing, the employment as well as the notes of Guidance and Feedback on Learning are discussed. The basic structures and usage of five common lesson types presented in this teaching model are also evaluated.This project comes to a conclusion according to the statistical analysis of experimental data, which comes from the comparison of academic records, based on pre-test and post-test. In addition, this thesis conducts a comparative evaluation of students’changes from the perspectives of knowledge, method, ability and emotion reflected in questionnaires. In regard of the problems found in this project and direction of improvement in the future, this research aims to provide a variety of teaching models of physic teaching in junior high school.This research can be inspiring to improve teaching efficiency of physics teaching and alleviate the burden of students. Moreover, it plays an important role in promoting students to acquire knowledge stated in the physics curriculum standard of compulsory education(2011), develop learning skills, and form good learning habits as well as master scientific learning methods. Besides, this research could exert positive effects on students’development of logical reasoning and abstract thinking. Noteworthy is that it is influential for teachers’professional development.