The Construction And Practice Of The "261" Mode Of Physics Teaching In Middle School

Under the background of the new curriculum standard,how to create a teaching mode to meet students' learning needs has become an eternal topic.Taking a panoramic view of the widely used teaching mode in our country ' s middle school physics teaching,it is not difficult to see that the traditional "indoctrination " and "cramming" still occupy the main position,the students' Weariness of learning is very serious,the enrollment rate is declining,and the teachers' teaching passion is also frustrated,which falls into a vicious circle.In the face of this dilemma,Shaba Middle School tried some new methods in the reform,gained some failed experience,and gradually explored and formed a "261" model suitable for the actual situation of the school,which runs through the students' learning,guided by the learning plan before class preview,complete the classroom learning through the discussion between teachers and students,and arranged layered topics to consolidate the knowledge learned.First of all,we can lay a solid theoretical foundation for this study through the literature research method to draw lessons from the domestic and foreign research results about the classroom teaching mode;Then we can find that there are four significant problems by using the questionnaire survey method which investigate the current situation of Physics Teaching "261" mode: a separation between teachers' teaching and students' learning,;teachers and students do not clarify their roles;teachers do not jump out of students' questions because of the test.And students do not acquire knowledge systematically.Based on the results of the questionnaire survey,we developed the way to construct and apply the "261" model of physics teaching:from teaching separation to teaching integration,more students' discussion and cooperative learning after the teacher has conducted 10 minutes of learning guidance in the class;do better in the role change between teachers and students,give students more time to express their views bravely in class,Let the students learn independently and cooperatively;the exercise selection should jump out of the examination oriented education,we should select interesting and representative exercises to stimulate the enthusiasm of the students' autonomous cooperative learning,and let the students master the knowledge more comprehensively.We should make sure that the physics class teaching in middle school can cultivate the students' ability of independent discovery,analysis and problem-solving according to the needs of students' learning,and meanwhile we must reflect the students' main position in class teaching,we will change the role of teachers to the promoters and organizers of students' learning,and better play the role of teaching guidance;Finally,we choose two class whose numbers and gender are nearly the same to have a teaching comparative experiment through experimental.So we can analyze the effect of "261" teaching mode by students' grades,learning attitude and ability.Quantitative analysis shows that "261" model can eliminate the polarization of students' performance effectively,which is conducive to the improvement of the overall physical level of the class.The qualitative analysis shows that "261" mode has cultivated the students' interest in physics learning,aroused the students' enthusiasm in physics learning,and significantly improved the students' ability in physics learning.This study is a useful attempt to change the traditional teaching mode,the way of physics learning,and promote the new curriculum physics teaching.At the same time,it also provides useful reference for other subjects to carry out "261" teaching mode.