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

With curriculum reform being continuously advanced in our country, people pay more attention to teaching design which is a significant part in school education.Based on this perspective, this thesis chooses the geometer sketchpad, abstracted from PEP physical textbook, as the design platform and takes “Magnetics” as an example.(see the elective chapter 3-1 on PEP physical textbook).The author uses the modern teaching design form to complete the design of the chapter with the theoretical guidance of the ordinary physics course standard of high school and constructivism learning theory,utilizing Geometer’s Sketchpad developed a whole chapter of teaching courseware,teaching design and courseware to be practice and survey analysis during the internship periodThe researcher analyzes the application status of geometer sketchpad in classroom in high schools by using documentary method and investigation method. In a real class,teachers seldom apply the sketchpad, because they think that it is complicated and difficult to make and design the geometer sketchpad. There are still some problems existing in the developed teaching courseware. First, these courseware are produced according to teachers’ affection and lack systematicness.Second, some teaching courseware aims at assisting students with their solving problems and creating physical situation, without deeper exploration in geometer sketchpad.When doing teaching design, the author takes the whole chapter as a starting point at the first place, analyzes the teaching material, the students and teaching goal, focuses on the teaching content in each section, and completes the whole design. Take the Geometer Sketchpad as a teaching platform to design the magnetic chapter, and finish the whole courseware.This study summarized an effective geometric sketchpad courseware making method:The first step,refine the teaching subject.The author practices graded teaching, grouping the whole chapter “Magnetics” as the first-class subject, each section in the chapter as the second-class subject, the specific content ineach section as the third-class and fourth-class ones, finally presenting the specific knowledge in the courseware.The second step,adopts the function of the geometer sketchpad, such as hiding/revealing, chaining, inserting, textbook and drawing, to systematize and structuralize the design.The design of the Geometer Sketchpad courseware was teaching practice by the middle school, through the survey found:The interviewed teacher think that it is feasible and effective to make use of the geometer sketchpad to develop physical teaching design, which can raise students’ interests in physics and advance their learning efficiency be conducive to solve the important and difficult knowledge point existing in physical teaching process. Although they hold a recognized attitude of the Geometer Sketchpad in Physics Teaching, but the most of teacher believe that it is difficult to develop this sort of design and cause it be limited.The survey indicates that the geometer sketchpad is popular with students. They think that it can promote their study in physics and hope that it can be more used than before by teachers.