Constructivist learning theory to improve the junior high school physics teaching_0-毕业论文翻译.docVIP

Constructivist learning theory to improve the junior high school physics teaching In recent years, with the further development of education reform, teaching and educating both the concept of change and development, its purpose is to full implementation of quality education to improve the quality of citizens to meet the demands of the times. In this new situation, teachers must be of quality education throughout the educational thinking in the teaching process. This article attempts to combine the author’s teaching practice, talk with the constructivist theory to guide the reform of physics teaching practice, and explore the improvement of junior high school physics teaching, play a physical education class in quality an important role. Constructivist theory of learning: learning process, learners are not passive recipients of knowledge, but the active process of constructing knowledge; in school, learning is not a teacher to the students the process of transfer of knowledge, but the students construct their own knowledge and ability process. In teaching can be understood from the following four aspects constructivist theory point of view. One teaching goal is to enable students to form a deep understanding of knowledge, namely, “to understand and learn.” This requires, learning not just to remember some of the concepts, principles, or only deal with a number of textbooks on the Exercise and requiring students to obtain knowledge is structured, integrated, rather than piecemeal, one-sided. Junior high school physics teaching at the beginning, a simple physical phenomenon even though a simple, but also the formation of the students of knowledge, c., and a wealth of understanding, thereby enabling them in the face of new problems, the flexibility to use them to explain the new phenomenon, think of a good way to form a solution procedures for various problems. For example: the teaching point of reference, it should not allow students back to the concept