Physical Generative Teaching Based On The Theory Of Learning Progression

With the development of The Times,people put forward higher requirements for school education.The traditional teaching mode is less and less recognized,and the generative teaching,which pays attention to the whole process of students' life growth,is gradually recognized.In the generative class,teachers and students can have equal conversations with each other,and teachers can design and adjust the following teaching activities based on the actual situation of students,so that students can become the main body of learning.However,the dynamic and procedural nature of generative teaching also brings difficulties in implementation.The author combines the theory of learning progression into the generative teaching of physics,starting from the starting point of progression,the middle step and the goal point of progression,so that teachers and students around the learning ladder to carry out teaching activities.This can not only help students to understand the generation ideas,but also facilitate teachers to flexibly use teaching resources to restructure information,so as to simplify the implementation process of generative teaching.This thesis will carry out research from the following aspects.Firstly,under the framework of the core accomplishment system of the subject development in China,the research background and significance of this paper are expounded.Centered on the theme of "physical generated type teaching" through reading and reference a large number of relevant literature,and education theory,by analyzing the related literature,respectively from the early and modern to generate type teaching research status at home and abroad were elaborated,for generating origin,development and achievements of teaching have specific understanding.Secondly,the concept of "generative teaching" is defined by literature,and the constructivism,humanism and multiple intelligences theories are applied to analyze the generative teaching of physics.Next,through questionnaire survey and teacher interview,the author has an in-depth understanding of the current implementation status of generative teaching,as well as the students' learning status,cooperative learning ability,class participation degree and other real situations,so as to provide an important reference for the development of generative teaching in physics.Finally,according to the problems existing in the physics classroom and the core quality requirements of the physics discipline,the author puts forward the implementation principles and improvement plans of generative teaching in middle school physics based on the theory of learning progression.This paper expounds the feasible implementation strategy from the theoretical and practical aspects,and takes "application of electrostatic phenomenon" as an example to demonstrate the dynamic teaching record and feel the charm of generative physics class.In this paper,through literature review,questionnaire,observation interview,case analysis and other methods for generating teaching study,combined with the corresponding research conclusion to the guidance of tutor,hoping to enhance generated teaching operability,thus making physical generated type teaching is widespread application and for physics teachers to provide the corresponding reference.