The Practical Research On Layered Teaching Method In Senior High School Physics Teaching

With the development of China's economy and the improvement of people's living standards,both parents and students have improved their education requirements.The quality education in the middle school stage has entered the most critical period with the arrival of the 1920 s.The results of practice and the constantly updated educational concepts have prompted educators to constantly think about the reform of teaching classrooms.Making every student develop better,focusing on the comprehensive development of students is currently the most popular concept,and in the traditional teaching classroom,physics teachers under the restrictions of class teaching,ignore the individual differences of students,and use a unified teaching goal to require all Students,leading to the long-term,the students' physical performance has more serious unevenness.Respect individual differences,pay attention to the development of all students,and truly carry out “teaching according to aptitude” is the direction that current front-line teachers should think about,so layered teaching comes into being.It is the common goal of teachers and students to teach students in accordance with their aptitude,change the teaching mode and take into account the individual differences of each student as much as possible.In this paper,the senior high school physics layered teaching is studied in practice through the methods of literature,questionnaire,case analysis,action research and so on.The paper is divided into fifth parts.In the introduction part,we briefly summarizes the background and current situation of the research,the purpose and significance of the research,as well as the content and methods of the research.The second part expands the theoretical basis of high school physics layered teaching through the literature review.Firstly,the concept of layered teaching is defined.Secondly,on the basis of inheriting the traditional Confucius' idea of teaching students in accordance with their aptitude,this paper analyzes the recent development zone theory,constructivism theory,teaching according to aptitude theory,and “mastery of learning” theory,which lay a theoretical support for the layered teaching practice.The third part is about the questionnaire analysis of students,teachers and parents.First of all,through the investigation and analysis of the students in Taiyuan N0.2Foreign Language School as the main body,we can understand the current situation of students' physical learning,students' attitude towards layered teaching,satisfaction after the implementation of layered teaching and the practice of layered teaching after class.Secondly,through a questionnaire survey of the first-line physics teachers in Taiyuan City,we know that the specific practice of layered teaching in the current senior high school physics teaching in Taiyuan city is not very good,and most of the teachers seldom take into account layered teaching.The main reason is that the examination oriented education in the environment of college entrance examination hinders the healthy development of layered teaching;Finally,through the investigation of the parents in the first grade of senior high school,we can know the parents' attitude towards layered teaching.In the fourth part,aiming at the problems found in the practice of physical layered teaching,on the basis of empirical investigation and test,the author uses large and small sample test statistics to carry out statistical analysis of students' mathematical performance data,test the practical teaching effect of explicit stratification and implicit stratification in order to explore layered teaching practice.Then the author comply some practical experiences and put forward some corresponding improvement and optimization strategies as follows.Firstly,establish the explicit stratified flow system reasonably to guide the implementation of the implicit stratified classroom teaching.Secondly,increase the popularization of layered teaching knowledge to students and parents;Lastly,improve physics teachers' awareness of layered teaching and practicelayered teaching in all aspects of science.I hope this part can provide some reference for the practice of layered teaching.On the basis of putting forward the theory optimization strategy,it shares a specific physics classroom layered teaching case designs in order to be able to guide the implementation of layered teaching practice more specifically,and make a contribution to the long-term development of physical layered teaching.The last part is the summary and prospect of this paper.