Research On Teaching Strategies Of "Expanding Learning" Column In High School Physics Textbooks

In order to better cultivate talents to meet the needs of the new era and improve the core quality of the subject of senior high school students,to realize the fundamental task of cultivating morality and cultivating people,since the new curriculum reform,senior high school physics has carried out innovation in teaching content,teaching methods,textbook arrangement and other aspects.Many special columns such as "expanding learning" have been added to the high school physics textbooks.The purpose of this study is to find out the problems existing in the teaching practice of the "expanded learning" column through the investigation and data analysis,and put forward corresponding suggestions for specific problems based on the teaching theory and specific learning situation.Through this study,high school physics teachers can deepen their understanding of and emphasis on the "expanded learning" column,so that front-line physics teachers can further explore the teaching value of "expanded learning" column in the teaching processThis paper consists of seven chapters.The first chapter is the introduction,which discusses the research background and significance.Research objectives,research contents,research methods;The second chapter introduces the meaning of "expanding learning" column and expounds the relevant theoretical basis such as meaningful acceptance learning theory,humanistic learning theory and constructivism theory.Finally,it also studies the research status of textbook column at home and abroad.The fourth chapter uses chart method to analyze and study the textbook from four aspects,such as the number of columns,the source of columns,the way of column presentation and the classification of columns.The fourth chapter introduces and explains the function of "expanding learning" column by studying the textbook.The fifth chapter adopts the questionnaire survey to investigate the use of "extended learning" in teachers and students,and draws the following conclusions:(1)Teachers’ understanding and use of "extended learning" are not enough;(2)Students lack autonomy in learning in the column of "expanding learning";(3)The use efficiency of "expanded learning" column is not high.(4)The use of "expanded learning" column is easily affected by objective factors.In the sixth chapter,the author proposes the following teaching strategies:(1)Teachers should take the initiative to study the "expanded learning" column in daily teaching and be willing to implement it;(2)The use of "expanding learning" in classroom teaching should fully follow the principle of student-oriented,teacher-guided teaching;(3)Teachers should change the concept of only fractions,fully explore the education value of the column,for the difficult content of "expanding learning" column,not a one-size-fit,should be stratified teaching.Chapter seven is the conclusion and prospect of the research.