Study Of Visualization Teaching Applied In High School Electromagnetism

“There are certain methods,principles and laws of teaching,but there is no fixed and rigid one,the most important thing is to have appropriate and suitable ways.” An appropriate and effective teaching method is the key to developing students’ core literacy.Visualization teaching is a teaching method based on cognitive learning theory and the visualization process,which emphasizes on combining students’ cognitive rules and learning contents,and can provide students with more detailed and more image knowledge mapping,so as to more effectively help students construct physical scenarios in their minds and ultimately enhance their core literacy.Therefore,applying visualization teaching to the abstract,invisible and intangible teaching of electromagnetism in high school can demonstrate the implicit knowledge to students visually,which is beneficial to guide students to build a physical mind image and thus achieve depth learning.This essay studies and explores how to effectively apply visualization teaching in teaching electromagnetism in high school,based on education and teaching theories and current research results,on foundation of investigation and research,combined with the characteristics of the investigation students.The research content is as follows.First,to provide an overview of the reform process of China’s curriculum standards,the development history of electromagnetism,the current status of teaching and learning,and the present status of visualization development.Define the meaning and extension of the concepts related to electromagnetism in high school,visualization teaching,and visualization teaching of electromagnetism.Based on cognitive psychology,cognitive development theory,constructivist learning theory,and dual coding theory,analyze the importance of electromagnetism in physics subjects and the doubts in teaching electromagnetism,and explore the value of visualization teaching to promote the teaching of electromagnetism in high school.Second,a questionnaire is designed about the current status of visualization teaching of electromagnetism in high school,and the formal questionnaire is determined through pretest and test of reliability and validity.Using this questionnaire,students in their sophomore and junior years of a high school in a County of Yunnan Province are selected for the survey.The investigation data are counted and analyzed to obtain the current status of teaching electromagnetism in high school,students’ attitudes toward visualization teaching,and the application of visualization teaching.Third,to design a corresponding visualization teaching plan and process based on the current situation and shortcomings of visualization teaching of electromagnetism in high school,combined with the actual status of students,and guided by the theory.Using this plan and process,the appropriate visualization teaching cases were designed,taking “Magnetic Induction”,“Magnetic Flux” and "Faraday’s Law of Electromagnetic Induction" as examples.Two classes of a high school in a county of Yunnan province are selected as the experimental class and the control class for teaching practice research,and the teaching practice effects are compared by pre-test,post-test and interview.The research results show that visualization teaching shows abstract electromagnetism concepts and laws more concretely,graphically and vividly to students in the form of pictures,animations,videos,mind maps,concept maps,physical objects,physical models,etc.through modern multi-media technology,network technology and information technology.An active and effective classroom atmosphere is created,which makes it easier to stimulate students to think and learn in depth and better cultivate their scientific inquiry skills and higher-order thinking skills.