Grade One Of High School Physics Experiment Teaching Strategy Research

Regarding the students which just rose into the high school, they were being in the rapid development age of the physiology and the psychology, in the meantime they must face completely different environment with the junior middle school, and so all must have an adaptation time to the school, the teaching material and the teachers. In the adaptation time, their behaviors will directly decide their next development。Thus, the first year of high school is account for very important to the entire high school stage due to which study differentiation of students in the high school stage is mainly on in this time.Physically close to the real life is mainly about the force and movement. According to the student characteristic and the teaching material content, in this stage, the choice and application of teaching strategy are counted for much.This study used a questionnaire survey and interviews, investigating and studying physics experiment of high school study and teachers’ teaching current situation and the results of statistical analysis found that the current physics experiment teaching problems. In experiment teaching, the teachers pay more attention to basic knowledge and basic skills training, but neglect students’ scientific inquiry ability and the cultivation of scientific literacy; attention to the results of the experiment, but ignored the students’ experimental learning process.On this basis, the author analyzes the three aspects of the teaching strategy, the implementation strategy and the evaluation strategy. Teaching preparation strategy includes three aspects: the development of teaching objectives, the analysis of teaching subject, and the teaching materials. Teaching strategies is aimed to stimulate students’ learning enthusiasm in the experiment, train students’ experimental inquiry interests principle, active organization design demonstration experiment, let students experiment in group, attach importance to scientific inquiry ability, and strengthen the students’ scientific literacy. Finally, the teaching evaluation is carried out from two aspects of the experimental operation skills and knowledge mastery.