Research On The Current Situation And Strategy Of Teaching Physics Example In Senior Middle School

To implement the fundamental task of establishing moral integrity in cultivation and pursue education for all-round development,the book "General High School Physics Curriculum Standards(2017 Edition and2020 Revision)" was published.It requires the core professionalism through physics teaching.Example teaching is necessary in physics teaching,which is an effective method to cultivate students' problemsolving ability.Effective physics example teaching could not only reduce the pressure of teachers and students,but also improve students' professionalism.According to a lot of literature researches,the author of this article summarizes the example teaching method of high school physics.She outlines the example teaching of physics and defines this article is a study of high school physics example teaching.Through referring to the "LICC paradigm" and combining the characteristics of physics teaching,this article builds a chart about classroom observation of high school physics example teaching.Then observed 30 cases of new teaching in the first year of high school through a combination of online and offline methods.Based on relevant literature,combined with research content,designed and implemented the teacher and student Questionnaire.She designed an interview outline,conduct in-depth interviews with five high school physics teachers;summarize the results of three investigation methods,and get the current situation of high school physics example teaching.Finally,according to the existing problems,put forward the optimization strategy of high school physics example teaching.The current situation of high school physics example teaching is as follows:(1)The frequency of using sample questions for teaching in new classes is high.Most classes have more than two sample questions,and the teaching time of sample questions accounts for one-fifth of a class,which reflects that most teachers agree with the importance of sample teaching.(2)The teaching of physics example problems can promote the achievement of the core literacy of physics in the process of problem solving.Teachers believe that the example teaching in the new class has a high degree of achievement in forming physics concepts and scientific thinking for students.(3)Teachers choose sample questions based on their academic conditions and teaching content.The main sources of sample questions in the new lecture are: 39.58% from teaching assistants,and 31.25% from textbooks.(4)In the teaching of physics examples,teachers focus on guiding students to use physical concepts and laws to promote the formation of physical concepts;teachers focus on guiding students to understand situations,construct models,and develop students' scientific thinking.(5)In the learning process of physics examples,students can construct physical models based on facts and experience under the guidance of teachers,and use methods such as inferential proofs to solve problems,and have a high degree of classroom participation.In addition,there are some shortcomings in the teaching of high school physics example problems: In the study examples,students focus on the imitation of the problem-solving ideas,and fail to recognize the physical thinking contained in the example problems;The students' relevance to the exercises similar to the example problems Poor awareness,insufficient learning transfer ability,and lack of independent thinking among students;In the teaching process,the teacher center is more prominent,and the student center is not enough;The teaching process of physics examples is lack of teaching evaluation;The educating function of physics example teaching is not prominent.Aiming at the insufficiency of high school physics example teaching,this article proposes an optimization strategy: pay attention to students' cognition of examples and guide students' learning behavior;change teaching goals and focus on the cultivation of students' core physics qualities;change teaching methods to ensure students' subjectivity;carry out classroom teaching evaluation to improve teaching effect.