A Study On The Strategies Of The Effectiveness Of High School Physics Exercises

Since the implementation of the new round of curriculum reform,the efficiency of classroom teaching is the biggest challenge and one of the most controversial topics.Senior high school physics is a basic course in the general senior high school curriculum.Exercise course is an indispensable course type.It has the function of consolidating physical knowledge,deepening physical laws and improving students' ability to solve problems.However,the current physics exercise class is often inefficient,or even ineffective.In the past few years,the author has a deep understanding and experience of the effectiveness of exercise teaching.When looking up the materials,he found that most of the documents are scattered,lack of systematization,mostly based on the experience of teachers,and lack of examination of the actual situation of students.Therefore,it is a very worthy subject to study about the effectiveness of high school physics exercises.This study starts from the relevant literature at home and abroad,through consulting the materials to understand the background and research status,and makes theoretical analysis on several important concepts of physics exercise class,exercise teaching,effective teaching and teaching strategy;in order to understand the current situation of physics exercise class teaching in senior high school,the author uses the valuable experience of other researchers and teachers for reference according to the theory of psychology and education,and from the region where he is located two high schools selected 26 teachers and 400 students as the research objects to conduct questionnaire survey and individual interviews.Through the analysis of the survey results,it is found that there are differences between teachers and students in their understanding of exercise class,teaching links do not meet the needs of students,and exercise class has low efficiency and students' interest.An effective exercise class not only needs teachers' efforts in classroom teaching,but also takes into account the students' learning situation.Therefore,based on the survey results,combined with the first-line teaching experience,this paper studies the effectiveness of high school physics exercise class from two aspects of teachers' classroom teaching and under class guidance,and puts forward several teaching strategies.Based on the research of the teacher's classroom teaching,this paper puts forward several strategies for the selection and analysis of the exercises,including the strategies for examination,process analysis,calculation,problem guidance,one variable,one multi solution and experimental problems.It also puts forward several implementation strategies for the teaching process,including the diversity of teachers' teaching methods,the preciseness of language,the standardization of demonstration,and the principle of focusing on students' subjectivity and teaching students according to their aptitude.Through the study of the teacher's off-class guidance,this paper puts forward the strategies for the arrangement of exercises after class,providing handouts to guide students' self-study,guiding students to review regularly,and several implementation strategies for students' psychological guidance.Finally,under the guidance of these strategies,the author designs exercises teaching links and goes deep into classroom practice,tests the effect of these strategies in practice,and puts forward relevant conclusions and suggestions for the effect.This paper studies the effectiveness of physics exercises in senior high school,puts forward some teaching strategies,and sums up several points that an effective exercise class needs teachers to achieve:(1)be good at learning situation analysis,find exercises that meet the teaching objectives and students' development needs;(2)be good at using a variety of analysis methods and teaching methods to enrich the teaching process;(3)be good at psychological guidance,guide students to do self-study after class.Hope that through this study,improve the theoretical system,to bring reference to the teaching of front-line teachers.