How to force Teaching Design-毕业论文翻译.docVIP

How to force Teaching Design Abstract: In accordance with General High School full-time “physical” teaching materials, combined with the spirit of the new curriculum reform, as well as his own teaching experience, by analyzing the new high school physics curriculum reform, analysis of teaching materials, analysis of students, accompanied by practical teaching program, On the right Gao a first chapter “force” of the instructional design. Keywords: high school physics, force, instructional design One, materials analysis: 1, the status of this chapter: Mechanics is the basis of high school physics. This chapter the basic concepts of learning ability and the power of synthesis and decomposition of knowledge that is the basis of the contents of mechanics. The movement of material physics, due to forces influence the movement, so in high school physical and mechanical knowledge, and follow-up content, are related to the knowledge of this chapter are closely linked. Therefore, to learn the basic concepts of force, study and research ability of the basic way of thinking is to lay the foundation for learning high school physics, this chapter in the whole high school physics at the most basic position.  High school physics breadth and depth of knowledge to a higher level than the junior high school, but limited to the students knowledge base and thinking skills, this step can not be too much. In addition, subject to the constraints of the knowledge structure itself, this chapter can not be a place of teaching. Students to physics concepts and the understanding of physical laws should be gradually deepening, this is a gradual process. Therefore, the teaching requirement will be gradually achieved, it should be made at different stages require different levels of teaching. Otherwise, not only haste, less speed, but also dampen the enthusiasm of students. Teachers in the teaching of this chapter, we should pay attention to the sense of propriety, not only to ma