Research And Practice Of Differentiated Teaching Of Physics In Junior High School

At present,some physics teachers believe that their trains of teaching thinking and homogenized solution methods occupy the dominant opposition of physics courses,which is just passively followed and learned to use by students.They usually make unified teaching plans and use old-aged courseware.It is rarely that considers the differences of students in the classes.However,the differences objectively exist.Based on a variety of learning habits,methods and interests in physics of students,preschool preparation and post-learning understanding of some of them is distinct from the others.If all of them are adopted the same teaching way,the effectiveness of teaching will be far lower than the preset goals of teachers.So it is particularly important to carry out differentiated teaching,"teaching students in accordance with their aptitude".Differentiated teaching is student-centered,focusing on how to better serve learning.Teachers and students are equal during the class,teachers would serve students as the starting point of teaching,pays more attention to the dynamic generation of student-oriented classes.There are also many colleagues around the author who recognize the differentiation and hope to carry out "differentiated teaching",but most of them simply divide classes into high and low levels and classify students with different grades into different groups.Although it is easy to achieve that the way to take grade as standards,stratify students by the method of judging students for a long time,which allow some students to enjoy the benefits of differentiated teaching,it will blow the learning confidence of other students to a certain extent,causing some students to lose interest in physics learning.Eventually their evaluation would be getting worse and worse.Other teachers perceive differentiated teaching as individualized teaching,hold that the teaching mode cannot work.Taking the individualized learning needs from students as the starting point will make the teacher’s work too burdensome,not in line with the actual situation.So they still teach students in the mode of previous standardized teaching approaches.Because of the pursuit of educational revolution and Double Reduction Policy,the diversity of students in the same class is getting evident and even huge.Outdated and rigid teaching way is not fit for these students at present any more.Based on this condition,this project would carry out in combination with the author’s teaching practice,the contexts of the project are as followed: The first part is analysis of research status and background of differentiated teaching at home and abroad,in order to point out some existing problems from differentiated teaching at the present stage.The second part is discussions of theorical reference of differentiated teaching research,descriptions of concepts of the researches,four principles of experiments and the basis of theory;The third part is after the preschool investigation and valuation,to develop the differentiated teaching in the round and list some specific measures by raising different levels of questions,forming homogeneous and heterogeneous coexistence groups to perform an test,revise and do homework by themselves,joining micro experiments after class and self-evaluating after examination.The fourth part is the research of differentiated teaching practice and effects.A typical designed class is used to introducing the process of differentiated teaching,which is enriched by questionnaires and contrast of grades from students and any other approaches,put up a good display of this sort of education.The fifth part is to summarize the problems and shortcomings found in the whole practice process,introspect more and improve.