about new standard practice of conventional teaching high school physics（对传统的高中物理教学的新标准的做法）.docVIP

About New Standard Practice of conventional teaching high school physics In the new curriculum, curriculum reform, teaching reform is an integral part of teacher education in of mind, to change the way students and school education management system is the reconstruction of the curriculum reform process in the implementation of the landmark reflected in the high school physics teaching in the classroom as the carrier should change the past, mechanical, boring teaching methods, there must be substantial breakthrough. Reflects the ‘everything for every student’s development,’ the highest purpose of this new curriculum and core beliefs. First, stimulated interest and promote learning 1, located the suspect stimulated interest. Doubt is the starting point for inquiry learning, a suspected asked called ‘doubt.’ In the classroom setting and students ‘daily life experience inconsistency as an entry point to stimulate students’ cognitive interest. For example, high school physics classroom setting to stimulate students want to explore the issue of overweight, weight loss phenomenon of desire. Set problem: A woman from the market to buy a 2 pounds of apples, on the way home always wanted: a small scale prospective vendors to do . When multiplied by the elevator (from 1st to 3rd floor), said spring balance out a bit after that less than 2 pounds, this time very angry, complaining about the black heart of small vendors. Home and then use this spring balance weighing, carry on? Just 2 pounds, which is how it was! By setting the questions to stimulate students to explore issues of interest, students will ask questions through the analysis: in the elevator movement, the spring balance shows the number must be less than 2 pounds of it? Spring balance shows the number and status of the elevator movement what is the relationship? To encourage students The logic depth step by step. 2, scene excited interest. High school physics and more abstract than the jun