高中英語學(xué)習(xí)

Highschoolphysicsexplorationofautonomouslearning

CaoGuoying

From:"qufuhkiedmiddleschool'1

A,problemisputforward

“Studentdevelopment"asthecore,thebasicideaoftheteachingshouldinclude:topromotethe

students*learninganddevelopmentisthefundamentalpurposeofteaching,alsoistheonly

measureofteachingeffectiveness;Toinspireandmobilizestudents'learninginitiativeand

enthusiasmandself-consciousnessisthestartingpointandfoundationofteaching;Provideand

createappropriateteachingconditions,makestudentsformeffectivelearning,istheessenceand

coreofteaching.Thebasicideaistheessenceofautonomouslearning.Students*autonomous

learninginclassroomteaching,isreferstothestudentsintheteachers'scientificguidance,

throughthemotilecreativelearningactivities,realizetheautonomydevelopment.Teachers*

scientificguidanceispreconditionandleading;Studentsarethemainbodyofeducation,themain

bodyoflearning;Motilecreativelearningisthecenteroftheeducationteachingactivities,isthe

basicwayofeducationandway;Realizetheautonomousdevelopmentisthepurposeofeducation

teachingactivities,alleducationisthebasicrequirementofteachingactivities.

Asakindoflearningmode,"autonomouslearning"cangivefullplaytostudents*learning

initiativeandcreativity,causesthestudenttoobtainknowledge,andacquireknowledgeatthe

sametime,thedevelopmentoflearningabilityandtheabilitytosolvetheproblem.Asakindof

teachingmethod,"autonomouslearning"caneffectivelychangetheteacherspeak,studentslisten

uofthetraditionalteachingmode,teachersfrom"knowledge"intoa"knowledgeexplorationof

navigator

Second,theteachingpractice

Theautonomouslearningmodebeforeclass,class,afterclassthreeorganicallycombinedasa

whole.Thebasicideaoftheteachingasfollows:

PreviewbeforeclassisthebasisoftheimplementationofUautonomouslearning'1,isoneofthe

importantspaceofstudents*autonomouslearning.Classactivitiesarebasedonthepreview,make

theclassroomstudentsandstudents,betweenstudentsandteachersinconsultation,discussionand

cooperation,inordertosolvethosestudentsalonecannotsolvetheproblem.Layeredafterclassis

tomakestudentslearnsomethingdifferentlevelsofsecurity.

1.Previewbeforeclass

Previewisapartofthewholeteachingprocess,shouldbethepreviewintotheteachers'teaching

design,accordingtothedifferentcontentsofteachingmaterial,preparecanadoptdifferentways.

(1)thejobcard

Theprelabassignmentpaperisdividedintotwopartsasshownontheleftsideofthehomework,

therightto"feedback'1problem.Jobcardmodeiscommonlyusedinmoredifficulttounderstand

theteachingcontent,givestudentssometimetoexploreindependently.Generalrequirements:

Accordingtopreviewclasscontentandtimerelationship,jobcardtopayinadvanceandclass

randomchecksintwoways.Timepermittingusepaywayinadvanceasfaraspossible;Timedoes

notallow,arrangestudentstoteachersisgenerallyinselectivingexaminationinclassafterclass

activities,andstudentsintheprocessofpatrolcommunicatefacetoface.

(2)checkcard

Together,theproblemofafewtargetedbasicmakecheck(paper)card,intheformofaclassto

students,timeindependentsolutions.Thismethodissuitablefortheperiodicinspection,interms

ofseniorphysicsteachingabouttwoweekstomakeanadvisable.Canbeusedafteraclosedand

patrolinspectionintwoways.Nowtostudentsexperimentalexampletoverifythelawof

conservationofmomentumtodoashow.

Examinethecontentofthecard:(checkcard(2)-(4)thetopicafewenorisrevisedthe

experimentalsteps)

Whichofthefollowingequipment,istheneedtouseinthisstudy()

A.balanceandscaleb.whitepaperandcarbonpaper

C.twoballradiusofthesamequalitybutdifferentd.chuteandaheavyhammer

(2)whichofthefollowingiswrong()

A.measurethequalityofthetwoballs,eachinbalance

B.fixthechuteonthetable,maketheslotattheendofthepointofthetangentishorizontal

C.atouchonthefrontsmallpillarsofspheresinchute,adjustexperimentalapparatus,makesthe

ballwhenthecollisioninthesameheight

D.inthegroundwithapieceofcarbonpaper,carbonpaperputonwhitepaper

(3)iscorrectinthefollowing()

A.onAblanksheetofpapertowritedowntheheavyhammerreferredtoinlinepositionO

B.nottoputonthefirstistotouchtheball,lettheincomingballrollingdownahighfromthe

chute,commutationheight,repeat10times,smallroundallthesmallballplacementaspossible

circleinside.Thecenterofthecircleissmallballplacementofaverageposition

C.istotouchtheballonthesmallpillar,theincomingballsfromtheheightoftheoriginalpush,

lettheycollide.Repeattheexperiment10times.Findtwoballplacement,theaverageposition

D.experiments,accidentallyspreadofwhitepaperonthegroundmobilelocation,it's

experimentalallowed,cancontinuetoexperiment

Enterthelaboratoryatthebeginningofclass,sendcheckcardtothestudent,timelimitfor5

minutes,fiveminuteslatertheythinkgoodanswerandtooperatetheexperimentofsomestudents,

thecheckcardonthedesktop,starttheexperiment.Studentshavedoubtorthinktheyansweris

notaccuratetoteachershands,teacherscarryoutinspection,timelyguidance.Toprepareworkis

donebadstudentsverbalcriticismandrequestandencouragehimtodoagoodjobinpreparation

beforeclassnexttime.Thecommonproblemsfoundduringatour,theteacherinclasswhenthe

summarytimelysummary.

(3)interactiveway

Thestudentthesis,thepropositionmadebycard(paper).Thiswaythegeneralapplicableto

reviewchapter,sectionorrecitation.Propositioncanbematuresolutiontotheproblem,the

solutiontowriteonthebackofthecard;Canalsobewon'tdoyourself.Classnearbyclassmates

exchangeCARDS,doeachotherCARDS,afterdoingtheself-assessment,mutual;Accordingto

theclasssituationagainandchooseotherclassmatemutualexchange.Throughcommunicatewith

eachother,realizemultidirectionalinteraction.TeacherschoosetypicalproblemsmadeCARDS,

writeonthebackofthereferencesolution.Class,theteachercantourguide;Cardmayalsobe

involvedinthestudents,teachersandstudentsinteraction.Cardtotheteacherandtheteacher

finallytomakeasummary;Foravarietyofstudentcard,theteacherwantstomakeacomment.

(4)thediscussionway

Tointegratetheorywithpractice,readingmaterials,theproblemofthecontentofthemark"*”，

canbeusedfordiscussion.Thewayteachersonlypreviewcontentisputforward,throughthe

preparation,students'questioning,toclassfordiscussion.Discussiongroupandclassdiscussions

canbeusedintwoways.Discussion,isateacher,students1-2-3students...Teachers,throughthe

multipoint.Dosummarydiscussionresultbythestudents,theteachertodoreview.

2.Theclassactivities

Intheprocessofclassroomteaching,toshowthepreviewafterunderstanding,errorcorrection,

questioningandreflectionontheintegrityofthecognitiveprocessandtrulyreflectthestudents*

subjectivityandautonomy.Intotalthebasiclinkbelow.

(1)sceneimport

ProfessorYangzhenningsaid:istherealsecretofsuccess.Andleadthestudentsintophysical

scene,isoneoftheimportantchannelstostimulatestudentsinterest.Studentshaveapreview,

coursecontenttheoriginalmysterywasgreatlyweakened,andtheexistencequestionandthe

productionapplicationinstancesinlifehaveastrongthirstforknowledge.Interestfactorsof

teachingmaterial,teachersmustbegoodatminingwithvividexamplesorstudentsdoubtincrease

thefreshnessofteaching,arousestudents'thirstforknowledge,withnovelandvariedteaching

methods,tobringstudentsintoalivelyandinterestingphysicalsituation.

(2)communication

Afterstudentsprepareforthesamecontentcanhavedifferentselfunderstanding,through

multi-exchange,fullyreflectthestudentslearningsituation.Intheprocessofinformation

communication,teachersshouldmakeeffortstobuilddemocracy,equality,loose,harmonious

classroomatmosphere,letthemulti-dimensionalinformationcirculation,enablingstudentsto

participatein,havethecouragetoparticipatein,activeparticipation.Here,theteacheristhe

studentinformationexchangepartners,guide.

(3)theindependentquestion,correctguidance

Einsteinoncesaid:aquestionisoftenmoreimportantthantosolvetheproblem.Studentsinthe

learningprocess,therewillbesuch,thatcan'tunderstand,thinkimpassability,thisisverynormal.

Teachersshouldencouragestudentstoboldexposureintheheartofdoubt,confusion,becausethe

commentisoneoftheimportantformsofstudents'autonomouslearning.Studentboldquestion,

theteachershouldalwaystoappreciatetheattitudeofstudents,evenstudentsquestionnaive,

bizarre,evenbizarre,alsocannothaveanyblame,blame,boredexpression,toformaloose,

harmoniousquestionenvironment.Thestudentboldquestion,theteachershouldpayattentionto

thecorrectguidance,mustbegoodatguidingstudentstosolvetheproblem,givestudentscreate

independentparticipationopportunities;Mustbegoodatguidingtheotherstudents,studentsto

voicetheiropinions,cancommunicatewitheachother,promoteeachother,complementeach

other,stillcanenhancecooperationconsciousness.

(4)independentinductive

Letthestudentsinthisclasscontent,inductiveknowledge,summarizesthemethodand

experience.Toguidestudentstothinkandformationofcontextinyourmind,whennecessaryto

writeasummary.Timelyreviewofmemoryisnotclear;Keeprecordsofnewproblem(repeat);

Whatquestionsremainforclarificationinatimelymanner.Eachclasstodoso,everydayto

harvest.Last,self-confidencewillbestrengthened,andtheabilitytosolvetheproblemwillbe

improved,theirintellectualpotentialwillbeconstantlydigging.

(5)independentevaluation

Accordingtothespecificcontentofthecourse,independentevaluationrespectivelyusingthe

followingthreeways:

(1)topreparedoexercises,theirownindependent.Thisprocessfortherenewprocess,through

comparingthedeviationsinunderstandingtheoriginal,toadjust;

(2)inclosetotheendofthenewlesson,theteachercarefullyscreeningreflectstheteachinggoal

togettheclassperiodtofinishtheexercises.Aftertargetdetectionorclassroomdiscussion,or

someone,beforeandaftereachbatchofmutualchange,orindependentevaluation.Inthisway,

theinformationfeedbackintime,canimprovetheenthusiasmofstudentslearningislightenedthe

burdenofstudents'extracurricularcanreduceteachers*extracurricularreworkagain;

(3)optionalreferencebooksonproblemsets,self-testofself-evaluation.

Studentlearningcan'tbesmoothsailing,theevaluationofstudents'feedback,willsurelyreflect

hasbeenestimatedtoandunexpectedproblems,teachersshouldgivetimelyguidanceandhelp.

3.Afterclassstratification

Studyonsparecapacityofstudents,guidingthemtoreadsomeextracurricularbooks,broadenthe

knowledge.Inspirethemtodosomeextracurricularexperiment,payattentiontotheresearchideas

andmethodstosolvetheproblemofphysical,canalsocarryoutsomeresearchandcanalsodo

somedifficultquestionsappropriately.Encouragethemtotakeanactivepartintheschoolof

physicscompetitiongroup,physicalactivitygroupandsoon.

Formoststudents,weshouldgivethemtherightamountofhomework,with"jumpjumptothe”

forfundamentalkey,thisisaneffectivemeanstoarousetheenthusiasmoftheirlearning.Give

themthenecessaryindependentspaceandtoputforwardspecificrequirements.Becauselearning

isnotonlyenjoyableactivities,butalsotopayhardworktogettothegloriousdestinationofa

journey.

Studentsdohavedifficultyinlearning,encouragingisthekeytoopenthedoorofthestudentsinto

theknowledge,teachersshouldconsideratetakecareofthemeverywhere,andtheygetalongin

arousetheirlearningenthusiasm,developtheconfidencetolearnphysicswell.Enthusiastic,

activelyfortheirindividualcoaching,follow-upeducation.Tostartfromeverylittlebit,suchas

"1/2+1/2=1/4"，"theFs=m/2"errorandpatiencetocorrect,notsarcasm.Inadditiontothe

teachefstutorial,youcanalsousethepoweroftheclass,groupone,apairofred,whatahelp,full

red,letthestudentsteachandlearn,promoteeachother.

Summarizetheabovepracticeprocess,flowchartofautonomouslearningteachingmodeis:

Throughasemestertoinvestigatethesituationofstudents'learningandpractice,areconcludedas

follows.

(1)thestudentsfromhighschool,quizzes,tests,theentranceexaminationforstudents,teachers,

familypressure,sothatthestudentsusedtotheclassthestudentslistentotheteachertells,'1

class"completehomeworktotheteacher"thebasicpattern.Formedinthecourseofstudents",

relyon,suchas"badhabits,andobjectivelyhascontributedtosomelearningstudents"slug

"thought,unconsciouslywhentheyencounterproblems,often,'inthehopeoftomorrow"，"inthe

hopeofteachers.Tocultivatestudents'innovativespiritandpracticeabilityoftimerequestisout

ofproportion.

(2)studentsinautonomouslearningmodeistohaveaadapttotheprocess.Fromtheprevious

"absorption-storage-ii”tomodern"exploration,seminars,create11isatortuousdevelopment

process,isnotachievedovern