Research On The Strategy Of Hidden Stratified Teaching In Senior High School Physics

The curriculum outline issued by the Ministry of education requires studentsto be the main body of the classroom,to give full play to their subjectiveinitiative,and to improve the students' individual development on the basis ofrespect for their individual development.Teachers in the new era should respectthe development of students' personality,pay attention to the individualdifferences of students,and ensure the common progress of students in theteaching process.It is crucial for students to change their cognition of physics inhigh school and make them get the sense of achievement from physics learning.The implementation of layered teaching in high school physics teaching meetsthe requirements of curriculum standards and serves the curriculum reform,which is conducive to meet the different learning needs of students at all levelsto the maximum extent and enhance the confidence of students in learningphysics.Considering the influence of direct stratification on students' self-esteem,this paper makes the following research on the development ofinvisible layered teaching in s middle school in Zhongmou county.The first part is the introduction.The content includes the question raising,the literature review of the layered teaching at home and abroad,and thedefinition of the relevant concepts in this paper.The second part includes the author through consulting the literature,learning the modern education theory of layered teaching and summarizing it;learning other scholars in the stratification teaching research,understanding theprinciples to follow in the actual stratification.The third part is the concrete implementation strategy of hidden stratificationfrom the aspects of students' stratification,teaching goal stratification,classroom stratification,homework stratification and evaluation stratification.The fourth part is the research on the hidden layered teaching action in thephysics classroom of senior high school.According to the layered strategies ofeach link of implicit layered teaching,the author teaches two classes in practice.According to the characteristics of physics,the author holds four classes:concept class,law class,experiment class and exercise class.The author alsotakes the case of acceleration,linear motion displacement and time relationship with uniform speed,experiment: exploring the relationship betweenacceleration and force and quality,solving problems by Newton's law of motionExercise class "describes the concrete operation of the actual invisible layeredteaching process.The fifth part is the analysis of the effect of the experiment in the physicsclassroom of the high school.Through the comparative analysis of the physicalachievements of two experimental classes and the comparison classes in onesemester,it is found that the invisible layered teaching can effectively improvethe students' physical learning performance.Especially,the students withrelatively weak foundation have been interested in physics learning after theexperiment,and they can find the significance of learning from physics.The sixth part is the conclusion and reflection of the author after the researchon the practice of the invisible layered teaching.Implicit layered teaching is aneffective teaching method which respects the individual development ofstudents and ensures the common progress of class students.Implicit layeredteaching can help students to improve together,but for individual students in the "kinematics" and "Mechanics" two parts of the learning of the differenceproblem can not be effectively solved,for the students with physical lame moreserious,a semester of classroom learning effect can hardly be seen,theseproblems are the problems the author will solve next,and hope to have theopportunity to work with colleagues in the industry Discuss together.