Research And Application Of "Borrowing Object Reveals Physics" Strategy In Physics Of Senior High School Entrance Examination

Junior high school academic proficiency test is also known as the "entrance examination",it is not only to the child’s junior high school to draw a full stop,but also to determine the next step of the child’s academic direction,for students to lay a foundation for subsequent learning,has a very significant impact on the development of life.Therefore,the results of the high school entrance examination review are concerned by teachers,students and parents.Review is not only a very important teaching process,but also a key link to integrate subject knowledge.However,the current review of the high school entrance examination has the following common shortcomings: 1.Focus on problem-solving training,ignoring ability cultivation;2.Review way is single,boring,students learning interest is not high;3.Fragmentation of knowledge and lack of systematization.Therefore,the research direction of this paper is to explore more optimized review teaching strategies and create more efficient review teaching classrooms.This paper consists of six parts:The first part is the introduction,mainly starting from the curriculum standards,discussing the research background,current situation,purpose,significance and research methods.The second part is to define the concept of review,and briefly explain the main theory supporting this writing.The third part is an overview of the construction process of the "Borrowing object reveals physics" strategy,the significance of the review strategy,the selection principle of "object" and a comparative analysis with the traditional review strategy.The fourth part investigates the attitude of teachers and students through questionnaire and interview,and further proves the feasibility of the "Borrowing object reveals physics" strategy.The fifth part takes the water dispenser as the "object",designs the implementation process of this strategy,and puts forward several suggestions to implement this strategy.Aimed at providing reference for teachers.The sixth part is the summary and thinking.Through this research,it is concluded that the review teaching method based on the "paraphrasing theory" strategy is feasible,and can change the learning mode of students being forced to receive knowledge,stimulate students’ interest in actively exploring and constructing knowledge,and benefit the long-term development of students.In addition,it discusses the innovations,deficiencies and prospects of future research in this paper.In this paper,starting from the current situation of physics review in the high school entrance examination,under the direction of the new curriculum standard,we try to work out a review strategy that really puts students in the dominant position in the review class,makes students more actively participate in the review,teachers more easily teach and review mode more optimized.Hope the research of this topic can provide reference for the practical research of physics review lesson in the middle school examination.