Research On The Experiential Teaching Model Of Physics In Senior High School

In recent years,the reform of basic education curriculum in our country requires that teaching should change from "paying attention to teaching" to "paying attention to learning".As a way of learning,experiential learning points out the direction for the growth of students’ core discipline literacy.Guided by the theory of experiential learning,this paper clarifies the development of experiential learning theory through literature research.Based on the teaching environment of my school and the actual situation of students,this paper deeply constructs the "experiential" teaching mode of senior high school physics,explores relevant practical cases and tests its effectiveness.Firstly,on the basis of Dewey,Piaget and Wenger’s theory,this paperelaborates the connotation of "experience","experiential learning" and "experiential teaching",and summarizes the characteristics and principles of the "experiential" teaching mode of high school physics.This paper clarifies that the "experiential" teaching mode of senior high school physics is based on the concept of experiential learning.By setting up specific situations,setting up effective problems and designing communication activities,teachers can enable students to actively construct knowledge,develop ability and cultivate interest in the process of solving physical problems.Learning procedure and strategy system.Secondly,the implementation process of "experiential" teaching mode in senior high school physics is put forward,which can be divided into three stages of "setting learning goals-navigating learning paths-evaluating learning effects",with a total of nine steps.It is emphasized that in order to guide students into experiential learning,besides paying attention to learning objectives,we should also pay attention to learning process and environment,that is,to design a reasonable learning path for students.Its core step is "navigating learning path",first of all,"using situation to lead problems",the situation is "attraction",which decides whether learning can begin;secondly,"using problem to guide inquiry",which is "driving force",which decides whether learning can continue;finally,"promoting experience through communication",which is "promoting force" and "communication" which decides learning.Can you sublimate your emotions?Finally,after a one-year teaching practice,this paper tries to use the "experiential" teaching mode in Physics Teaching in senior high school,perfects the various processes of the "experiential" teaching mode in the process of teaching practice,and achieves good results in all kinds of open classes and demonstration classes at all levels.The paper-pencil test and interviews with teachers and students prove that the "experiential" teaching mode of senior high school physics has effectively penetrated the theory and practice of experiential learning,provided powerful guidance for teachers to carry out teaching practice,and played an active role in cultivating students’ active knowledge construction,development ability and interest.