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analysis of high school physics teaching learning network analysis(分析高中物理教学的学习网络分析)
Analysis of high school physics teaching learning network analysis
Write papers on behalf of the network: First, the use of research-based learning teaching model is the requirements of the times Physics is a laboratory-based disciplines. The research project set up for secondary school physics teaching to provide a wider world, but also for secondary school physics teaching methods and teaching put forward new demands.
Second, high school physics learning the basic characteristics of teaching 1, mainly students, teachers supplement. Research study emphasizes the student’s autonomy, inquiry-based learning, students choose according to their interests and research to determine the content come from student learning, life and around the phenomenon, The study mainly relies on the implementation of materials and campus resources. teachers can play the whole course of the study participants, instructor role, and not interfere too much, to fully reflect the student’s subjectivity and autonomy.
2, the pursuit of innovative ways of thinking and learning content expansion. Compared with the traditional mode of education, research-based learning is an innovative education, students do it against the books and scores of slaves, and requires students to take the initiative, make a choice to access to knowledge, conscious of many information extraction and processing, to explore a variety of programs and a variety of possible answers, and the system of education focusing on the maintenance of learning to enable students through existing knowledge and experience to solve the current problem that has occurred.
3, point to an area to achieve multiple objectives of teaching in high school physics research in the learning process by choosing a particular issue, in-depth inquiry learning approach to learning can have a variety of options, such as, open to students in their own laboratory design, operation to complete the experiment, open reading room, and
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