The Application Of Research Study In Physics Teaching In Senior High School

With the implementation of General High School Physics Curriculum Standards(2017),high school physics teaching is no longer just focusing on students' academic performance.It is the fundamental task of education.Teachers should focus on how to teach good students to become good students and teach them to live.In daily teaching,students have not been able to appreciate and understand the principles,essence and core of knowledge in textbooks in the process of exploring and learning.The following are the reasons : students do not understand this sentence well,do not know how to use it in the corresponding physical situation,and often forget the original sentence in the textbook when exercising;It often happens that the teacher has worked so hard to give a lecture but students cannot fully apply the knowledge.In short,students have no ability to apply what they have learned to solve the problems.In response to the above situation,the new teaching reform proposes to use the research-based learning model to allow students to learn and explore the essence of physics concepts and laws with questions actively under the guidance of teachers during the teaching process.Research-based learning shows better teaching effects than traditional teaching methods in teaching.Based on this,this article conducts research on the application of research-based learning mode in high school physics teaching.the introduction mainly introduces the connotation and basic characteristics of the research-based learning model,as well as the current situation of the research-based learning model in high school curriculum teaching,and points out that "big,middle and small" physics courses is an important link in the integration of curriculum teaching.the author introduces the five theoretical basis for the use of research learning in high school physics teaching,that is,discovery learning theory,cognitive development theory,constructive theory,behaviorist learning theory and humanistic learning theory.the author introduces the reason why research teaching is difficult to implement.It is mainly caused by the poor overall physics foundation and generally low interest in physics learning of students under the traditional teaching mode through a questionnaire survey of high school students.At the same time,the implementation of the research-based learning model requires teachers to spend more time and energy to prepare.Teachers have insufficient experience with the research-based learning model,and are unwilling to change the previous traditional teaching methods under the pressure of the indicators of school advancement.the author puts forward corresponding solutions to the problems in the implementation of the research-based learning model in the investigation and research: First,the introduction of research-based learning requires teachers to ask questions effectively in the teaching process,and teachers need to do a good job of transformation role;Secondly,in research-based learning,it is necessary to change the traditional teaching mode and implement research-based learning to stimulate students' internal motivation and enhance comprehensive ability;then,the school should carry out teaching and research activities actively to promote teacher's professional development and promote the implementation of research-based learning.a traditional teaching teaching case and three teaching cases based on high school physics concept class,law class and experimental class are designed and implemented.Teaching reflection on each case are carried out,which reflects the comparison of research teaching with traditional teaching.It can be found that students' understanding and application ability of knowledge is easier under the research learning mode.Based on the author's six years of high school physics teaching experience,the teaching effect of research learning is better than traditional teaching.Students have the ability of autonomous learning,active learning and active research,and the ability to master knowledge.It also analyzes the shortcomings of the existing research and learning model,and also puts forward suggestions for improvement.