Exploration of efficient classroom teaching mode of junior high school physics

Exploration of efficient classroom teaching mode of junior high school physics

Exploration of efficient classroom teaching mode of junior high school physics

The new curriculum teaching reform has put forward a brand-new challenge to each of our teachers, and the teacher-centered teaching model in the past has not kept pace with the times. In order to make your teaching meet the requirements of the school? Create a high-quality and efficient classroom? Requirements, so that their classroom teaching is deeply loved by students, through several years of teaching reform practice, combined with the actual situation of our students, all colleagues in the physics and chemistry teaching and research group * * * groped together, * * * studied together, * * * revised together, and brainstormed together, and summed up an efficient classroom teaching model in our school, which is now written for your reference and please correct me.

First, clear objectives, guide learning with standards, and let students fully perceive the learning content.

1. Teachers thoroughly understand the teaching materials before class and present the learning contents in the form of learning plans. Our school mainly prepares lessons collectively, but each teacher's class is different, so the school strictly requires each teacher to prepare lessons for the second time, that is, to modify, add or delete the content of the lesson plan according to the characteristics of the students with them, so as to enhance the practicality and pertinence of the lesson plan.

2. Guide students to read textbooks according to the study plan or read textbooks in a targeted and selective way. For the problems encountered in self-study, it is required to think while watching, scrutinize repeatedly, solve problems independently to the maximum extent, mark them well, draw out key points, and make necessary memory or understanding.

3. On the basis of self-study, complete the problems in the study plan.

This session is recommended after class or in class, but the time should not be too long.

Second, group cooperation, self-study discussion in the group and demonstration in class.

1, the teacher guides the group leader to have a group discussion, and then shows it to the whole class on the basis of full discussion and preparation in the group. It is very important to play the role of the team leader smoothly in this link. This is a long-term training process, which requires teachers' patient and meticulous guidance and well-trained group cooperative learning.

2. In the process of students' communication (or presentation), teachers should pay attention to the concentration and classification of difficult problems encountered in the preview of this section so that teachers can focus on explaining them in the new teaching. Does this link require teachers? Look in all directions, listen in all directions? , pay attention to listen to the voices of students at all levels, but also observe the performance of students at all levels, and classify and integrate the captured information, quickly determine the cause of the problem, and lay a good foundation for the next link.

Third, practice skillfully, solve the problems in group cooperative learning, sort out the knowledge system and form a hierarchy.

1. Guide students to show and communicate with each group of * * * problems and problems with thinking value, creative value and divergent value selected by teachers (such as exploring problems through experiments, reasoning and verification through demonstration experiments or group experiments). Query and dispel doubts about the exhibition, pay attention to capturing new problems, new ideas and new methods found in students' study, and create a multi-dimensional interactive atmosphere. Teachers should guide and guide in time to ensure the direction and smoothness of the exhibition.

2. Students organize learning plans and understand memory. Students, or groups, or teachers and students will sort out and summarize the contents (or experimental conclusions) learned in this section, and sort out and improve the knowledge system of this module.

Fourth, in-class training, timely counseling, feedback on knowledge mastery.

1. Issue "in-class training", put forward requirements for students at different levels, give timely feedback on the problems existing in learning, and give timely guidance.

2. Each study group conducts independent study according to the study plan issued by the teacher. Note: Students teach, students help, and students are checked by the team leader.

3. Teachers' patrol guidance.

5. Standardize homework, strengthen monitoring, and complete the questions in after-school training at different levels. Requirements:

1, complete the basic knowledge independently.

2. Communicate and discuss the comprehensive points and difficulties.

3. Reflection on the topic: Think and find out the knowledge points examined in the topic, do you? Do some knowledge about what the teacher examined when he came up with this topic, and record it in the reflection book.

Six, knowledge detection and error correction.

1. test: distribute the test questions in this part according to different levels, and students choose the questions that suit them.

2. Correction: the teacher checks the team leader and the team leader checks the team members; Teachers teach team leaders, team leaders teach team members, and team members teach team members? Interaction between teachers and students.

3. The teacher corrects the problematic knowledge points.

Note: In the process of classroom implementation, we can sort out the knowledge system, carry out related exercises, comments and other activities, so as to consolidate it in time; You can also comb first and then carry out related exercises and comments; You can also provide some step-by-step exercises to sort out the knowledge system in the evaluation activities of exercises. Arrangements should be made according to the actual content.

In addition, in the process of teaching design, no matter what teaching method or mode is adopted, it is not necessary to mechanically apply the mode step by step, but should be carried out according to the actual classroom teaching and students? Variant? Handle. Only? Change? Will show flexibility, just? Change? Only by effectively developing students' personality can we? Change? Only in this way can teachers' personalized teaching art style be fully displayed. Teacher's? Teaching? , students? Study? Will be more creative. As Wei Shusheng said, the purpose of exploring classroom teaching methods and establishing classroom teaching types is to improve classroom teaching efficiency. Teachers don't have to frame themselves in a certain mode, but should establish a basic mode according to their own and students' reality. This is the basic situation. Things change when they change. If one's horizons are broadened, students' foundation is solid, and their enthusiasm for learning is higher than last year, then classroom teaching methods and teaching steps must be changed accordingly. ? This should be our scientific attitude towards any teaching method and any teaching mode.

In short, efficient classroom should be guided by the teaching concept of students' lifelong development; Take solid teaching content as the carrier; A variety of learning methods should be used as an intermediary; Relying on a positive classroom atmosphere; It should be oriented to reduce students' academic burden. Let as many students as possible participate, let as many students as possible learn, and let as many students as possible learn. Do less useless work.

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Exploration of efficient classroom teaching mode of junior high school physics paper 2

With the deepening of the new curriculum reform and the gradual implementation of the new curriculum standards, physics classroom teaching should not only let students understand physics knowledge, but also let them learn learning methods, cultivate their abilities of asking questions, coping with problems, exploring problems and solving problems flexibly, and cultivate their innovative spirit and practical ability to meet the needs of future practical work and social development.

Keywords: junior high school physics team cooperation incentive evaluation

China Library Classification. G633.7 ID number A No.2095-3089 (2014) 03-0165-0/

Group cooperative learning is a teaching theory and strategy that rose in the United States in the late 1970s. According to the reasonable collocation of students' academic performance, ability level and learning content, students are divided into several groups, and students complete tasks together in the groups, and the overall performance and completion of the groups are used as the reward basis. China New Curriculum Standards Advocacy? Autonomy, cooperation and exploration? Cooperative learning means that learners help each other and promote learning in groups on the basis of clear tasks in order to complete certain tasks. At present, this teaching form has been widely used in our physics teaching practice, such as Yang Si Middle School? Learning before teaching, classroom training? Group cooperative learning mode [1], Dulangkou Middle School? Self-study+cooperation+exploration? For the theme? Three, three, six teaching modes [2], Changle No.2 Middle School? 27 1? Efficient classroom mode, etc. Under the wave of new curriculum reform, in order to improve classroom efficiency and stimulate students' enthusiasm for learning, the author combined with the reality of junior high school physics teaching, and made some explorations by adopting guiding plan and group cooperative learning mode in junior high school physics teaching in our school.

First, build a dynamic group.

1. Reasonable grouping

Group members are decided by teachers and students through discussion, taking into account students' grades, personality, gender, communication skills, etc. Intra-group heterogeneity and inter-group homogeneity? The principle requires each member to devote himself to the whole process and participate in it, usually once every half semester. When regrouping, the whole class chooses the group leader, and then the group leader and team members choose in both directions to promote students' enthusiasm and sense of competition, and at the same time promote good study habits.

2. Define the tasks within the group. * * * the goal is the same, and the responsibility lies with people?

Cooperative learning groups should be properly divided according to specific tasks, so that each group member has a clear personal task. Only when they have a sense of collective responsibility and cooperation can they actively interact and help each other. Only when each team member has a clear personal task can he have a sense of personal responsibility and give full play to his subjective initiative.

3. Clarify the role of teachers

Whether the teacher can change the teaching concept, whether the role positioning is accurate, and whether it provides students with time and opportunities for autonomous learning directly affects whether students can truly realize autonomous learning and inquiry learning, and affects students' simple learning and ability training. Therefore, teachers should grasp their role and be a teacher. Organizer, mentor, motivator and helper? Really return the classroom to the students and let them become the masters of learning.

4. Reasonable evaluation and feedback learning

Adopting a reasonable evaluation strategy for group cooperative learning is conducive to improving each group's sense of participation and competition, and giving full play to the enthusiasm and initiative of group members. When evaluating cooperative learning, we should pay attention to the combination of learning process evaluation and learning result evaluation, and the combination of individual evaluation and group collective evaluation. When evaluating the learning process, we should pay attention to the evaluation of students' cooperative attitude, methods and participation in the learning process, such as whether the team members divide their work reasonably and actively complete their own tasks, and whether they have good communication and cooperation with other team members. Teachers use encouragement to improve students' enthusiasm and confidence in learning, and give full affirmation and encouragement to outstanding groups and individuals in time.

Second, a reasonable physics tutoring plan is the basis of group autonomous cooperative learning.

The teaching mode of group cooperative learning implemented by the author is guided by the learning plan. Under the guidance of the study plan, students learn independently first, and then exchange and discuss in the group, and put forward problems that cannot be solved in the group. Teachers can comment in time to stimulate students' thinking. The preparation of the guidance plan mainly follows the principles of subjectivity, guidance, inquiry and hierarchy [3], including the following elements: teaching objectives, inquiry guidance, classroom compliance and after-class improvement. Each new lesson is given to students for preview the day before or on the same day. With the help of the guidance plan, students can correctly establish their learning objectives and learning strategies, enhance their learning initiative and enthusiasm, and improve their learning efficiency and teaching effect. In classroom teaching, teachers should pay attention to teaching with learning, use it flexibly, grasp the learning situation at any time, master it flexibly, strive to only talk about doubts, and guide students to sum up laws and refine methods.

Cooperative learning in junior middle school physics group is a new teaching model. As a teacher, we should be a good instructor and organizer in teaching, create a classroom environment conducive to students' cooperative learning, let every student in the class participate in group cooperative learning, coordinate the process of school group cooperative learning, stimulate the potential of students' group cooperation, and achieve the goal of improving the quality of junior high school physics teaching.

References:

Yang Si Middle School? Learning before teaching, classroom training? Online experience exchange of group cooperative learning teaching mode

[2] Bi Jinggang. About what? Dulangkou storm? Thinking about the phenomenon [J]. Discussion on Education, 2008 (9): 26-27

[3] Xinxiang Li and Zhang Junpeng. Theory of Physics Teaching (2nd Edition) [M]. Science Press, 2 12-2 14.

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