Research On The Application Of Interactive Teaching Strategies In Senior High School Physics Classroom

Classroom teaching is an activity of knowledge transfer and emotional exchange and interaction between teachers and students.However,for a long time,under the influence of exam-oriented education,the interactive activities of students in high school physics classroom have been gradually deprived.Physics is a very important natural and fundamental subject that affects students’ personal development and social progress.Many experts and scholars have actively explored the interactive teaching in high school physics classroom,hoping to improve the teaching quality of high school physics and promote students’ learning through interaction in the classroom.Through the classroom observations,student questionnaire,and teachers’ interviews,finds that interaction in the high school physics classroom nowadays exists in a single way,is not well organized,and students are afraid of the teacher and thus cannot boldly participate in interaction.In this paper,the following classroom interaction strategies are developed to address these problems,combining humanistic learning theory,constructivist learning theory,and cooperative learning theory:(1)In terms of physics classroom activities,teachers should prepare adequately before class,create a variety of physical environments for students,attach rich teaching resources,use a variety of interactive forms,and design effective physics experiments;(2)In terms of teachers’ words,more positive words should be used.The questions asked should be inspiring,hierarchical and reflective of participation;(3)in terms of teachers’ professionalism,they should strive to update their concept of interaction,actively improve their own quality,and build good relationships with students.In this study,experimental and control classes were set up in conjunction with practical teaching,and the experimental classes adopted interactive teaching strategies while the control classes followed traditional teaching methods.Students’ test scores and improvement of learning potential were used as the evaluation indexes of strategy effectiveness.The empirical results showed that:(1)students in the experimental class performed better in terms of test scores and passing rates;(2)students in the experimental class showed significant improvement in their learning potential in terms of their enthusiasm to participate in physics classroom activities,their enthusiasm to learn physics,their activeness in physics thinking,and their self-confidence in physics learning compared with the control class.The innovations of this study include(1)the interaction strategies in terms of classroom activity organization,teaching resources,and conversations between teachers and students,as well as the interaction strategies in terms of teachers’ own professionalism and emotional support for students.(2)making a "AND GATE" demonstrator,which enhanced students’ intuitive experience and enthusiasm for interaction;(3)combined with my own practice,following the cognitive rules of students,designed interactive teaching clips of kinematics and mechanics in Compulsory 1 and 2 of Physics,covering the key knowledge related to the conceptual,regular and experimental classes of senior physics,with systematic and perfect contents.The results show that the interactive teaching strategy of high school physics classroom proposed by this institute can improve the classroom teaching effect,promote students’ physics learning,stimulate students’ learning potential,and provide some valuable references for the majority of front-line high school physics teachers.