| The curriculum reform keeps pace with the times.The traditional teaching mode can not meet the students' own development needs,and can not meet the needs of the country for talent training.The emergence of PBL teaching mode can change the drawbacks of traditional teaching neglecting students' initiative and creativity.Significant results have been achieved in connecting with the students,developing students' interest in learning,and improving their abilities.Instructional design is the front-end activity of teaching,and it is an important condition to achieve the optimal teaching effect.Applying PBL teaching mode to instructional design is an opportunity and a challenge for teachers and students in junior high school physics class.This paper focuses on the application of PBL teaching mode in junior high school physics teaching,studies a teaching design model based on PBL teaching mode,and combines a personal practice case of the author to further elaborate this model,trying to provide support for teachers lacking PBL classroom teaching experience.Based on this goal,this paper combines relevant teaching theories and makes an in-depth analysis of the general theory of PBL and the typical application in some subject teaching,so as to prove the possibility and rationality of the application of PBL teaching mode in junior middle school physics class and teaching design.Using the student questionnaire to understand the current situation of physics teaching in junior high school,using teacher interviews to understand the teaching design and the perspective of the frontline teachers on the application prospects of PBL in physics teaching in junior high school,we understand that the current junior high school physics classroom has the following characteristics:(1)the school teaching facilities are complete;(2)junior high school students have strong interest in the new teaching model and their thinking develops rapidly;(3)junior high school physics teachers use question teaching and situational teaching frequently and have the ability to ask questions;(4)the roles of teachers and students are confused,and the main status of students is not clear;(5)fewer group discussions in class and lower student participation;(6)the class is not complete and logical.Therefore,the feasibility and difficulties of PBL implementation in junior middle school physics class are analyzed.By learning from the existing teaching design models,this paper presents a PBL-based teaching design model for junior middle school physics teaching,which includes three stages:analysis,selection and evaluation.The pbl-based analysis stage includes the analysis of teaching content,three-dimensional objectives,learners and teaching environment,etc.,and the classroom teaching objectives are obtained by analyzing these factors.The choice of teaching resources,teaching strategy constituted based on the choice of the PBL stage,text material,multimedia resources,experiment equipment is the main part of teaching resources choice,for the type of issue,problem,design way,problem,design principles and attention points are carried on the detailed elaboration,also in the teaching activities of the seven steps:create a learning atmosphere,present situation,problem,a preliminary study,preliminary results show,the question revisited,final results display,explains the activities between teachers and students in the learning evaluation;The evaluation stage based on PBL includes teacher evaluation and student evaluation,among which teacher evaluation includes the evaluation of teaching design and teaching practice.The author elaborates the teaching design model by using the two parts of "Buoyancy" and"Floating and Sinking of Objects".It is found that the enthusiasm of students actively learning under the PBL teaching mode is obviously improved,the participation of the group discussion is higher,and the case is reflected.Difficulties in the implementation process,secondary design of teaching to help other educators better understand and implement. |
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