The basic idea of "learning-centered" is to emphasize "teaching students in accordance with their aptitude" based on different types and levels, and to get out of the traditional "unified" and "one size fits all" mode of classroom teaching, so that different students can get different development in the learning process. According to different levels, this paper explores the specific implementation strategies of junior high school physics stratified teaching in teaching objectives, teaching content, learning plan guidance and homework.
Keywords: junior high school physics; Hierarchical teaching; explore
Hierarchical teaching, as its name implies, is to formulate teaching methods according to different levels of students' ability, analyze according to different students' learning situation, and then carry out targeted teaching according to different levels to ensure that the adopted teaching methods are suitable for students' learning ability, thus helping students improve their learning efficiency and feel their own value in the learning process. Hierarchical teaching respects the objective fact that different students have different learning abilities, and designing specific teaching methods according to different actual situations can enable each student to stimulate their potential to the maximum extent and make them move forward in the direction suitable for their own development. At the same time, this method can also have a beneficial impact on students in other aspects and promote the significant improvement of students' comprehensive quality.
1 Grading teaching objectives according to students' differences.
In junior high school physics teaching, teachers should first set corresponding learning goals according to students' learning situation, so that each student can complete his own goals, and at the same time, he should further understand students' learning characteristics in the implementation process, so as to optimize teaching methods in time in future teaching and ensure that each student can make continuous progress on his own basis. For those students who have difficulties in learning, teachers should pay more attention to their achievements in the basic knowledge of physics, and constantly encourage them in their studies to enhance their self-confidence. For students with strong learning ability, the teaching goal should be to promote the development of their thinking ability and core literacy while acquiring physical knowledge. For example, for the formulation of the teaching goal of the course Liquid Pressure, for students with strong learning ability, the teaching goal should be to let them master the basic knowledge of pressure, let them explore the influencing factors of pressure, classify the calculation methods of liquid pressure, and encourage them to verify the influencing factors of pressure through experiments; The teaching goal for qualified students should be to let them learn the relevant definitions of stress first, and then calculate the calculation forms of stress under different conditions; The teaching goal of students with learning difficulties should focus on letting them learn the basic concept of stress deeply. When they are familiar with the formula for calculating pressure, they can use the relevant knowledge of pressure to calculate in practice, so as to master the application scope of pressure. In this way, designing different teaching objectives according to students' different levels can achieve more targeted teaching plan design, which is conducive to ensuring that each student can make continuous progress on the existing basis and achieve the overall learning objectives after a period of study, thus promoting the improvement of each student's grades and enhancing learning confidence.
2. According to the differences between students, the teaching content is flexible.
Teaching content is an important carrier to guide students' learning, and the choice of teaching content directly affects students' learning quality. In junior high school physics teaching, after determining the hierarchical teaching objectives according to the differences of students, teachers should also determine flexible teaching contents for students at different levels according to the hierarchical objectives. The basic idea of flexible teaching content selection is to choose flexible content for gifted students to expand their learning on the basis of ensuring that all students achieve the teaching objectives. For example, in the teaching of "Measuring Resistance by Voltammetry", the basic teaching content can be determined, so that students can design the measuring scheme of resistance and measure the resistance value of resistance, and master the method of measuring resistance by Voltammetry. For top students, they can explore how to measure resistance if only ammeter or voltmeter is provided, and analyze the difference between the influence of internal connection and external connection of ammeter on measurement error. Let them disperse their thinking in their study, cultivate their innovative consciousness and improve their comprehensive ability. In this way, after the flexible teaching content, students of different levels can get different development in the process of physics learning, thus realizing the high efficiency of physics teaching.
3. Based on the differences between students, make the learning plan guide dynamic.
The first thing we have to do before class is to design a tutoring plan to prepare before class. It is mainly divided into the following processes: reviewing old knowledge or using teaching situations to introduce new classroom teaching through "guidance"; Teachers can design the knowledge to be taught according to the order from easy to difficult, design and show questions through "thinking, exhibition, discussion and speaking", guide students to study and explore independently, carry out group cooperation and discussion, and listen to the teacher's systematic explanation. Finally, according to different levels, design the topics from easy to difficult, so that every student can gain self-confidence and enjoy learning. For example, when designing the course "Refraction of Light", we can review the teaching content of introducing old knowledge through the following three questions: (1) In general, what is the difference in the propagation speed of light in air, water and glass? Please arrange them in descending order. (2) What is the reflection of light? (3) What is the law of light reflection? These three questions not only review the previous knowledge, but also naturally lay the foundation for the learning objectives of the new curriculum. In the "thinking" link, the most important thing is the design of the core problem of this new lesson, that is, the refraction experiment of light and the exploration of refraction law. In class, you can draw two topics that need to be drawn by using the law of refraction to guide your study, and you can also arrange homework after class, so that students can draw the refraction light path diagram of light entering the triangle glass from the air and then entering the air, paving the way for the teaching of "lens". Besides design, it should also be used in practice. Second, in the topic design of the tutorial plan, it is necessary to ensure that the topics are fine but few, but not every student can practice well. Group cooperation can be carried out in the review part and the new lesson part to prevent students from copying the tutorial plan directly. Finally, we should pay attention to the preview of the experiment. Because experiment is an indispensable part of physics learning, we can set key questions related to experiment in the study plan to help students complete the experiment smoothly in their study. When discussing the influencing factors of kinetic energy, we can design the following questions to guide: What assumptions did your group put forward? How to control different experimental variables in the experiment? How to determine the kinetic energy of an object? How to change the speed when the ball hits the board? These problems can deepen students' study of the profound meaning implied in the experimental steps, help to realize the purpose of experimental operation, and ensure students to operate the experiment smoothly, get correct experimental phenomena and results, make students gain fun and significance from it, and stimulate students' interest and positive attitude towards the experiment. After designing such a dynamic guidance scheme, students of different levels can be guided to carry out cooperative inquiry-based physics learning in physics class, and the leading role of top students in the physics learning process can be brought into full play, thus achieving efficient physics teaching.
4. According to the students' differences, make the homework design hierarchical.
In junior high school physics teaching, teachers should closely contact with students' learning situation, combine students' learning habits, attitudes, knowledge mastery, intelligence level, hobbies and so on, conduct all-round analysis and research, and effectively design homework in layers on the basis of respecting students' differences. For example, after teaching Electricity, the most basic requirement for students with poor foundation is to let them master the related concepts of electricity. For this reason, the following assignments can be designed for them: ① What do the "220V" and "50W" marked on the light bulb mean? ② What is rated power? What is rated voltage? For ordinary students, students need to know the calculation of electric power, so they can be assigned an assignment: the voltage at both ends of a light bulb is 220V, and it consumes 2.4× 104J in ten minutes. What is the current flowing through the light bulb? How big is the resistance of the light bulb? How much is the electricity? For top students' homework design, teachers can design some charts related to life and electricity, and give certain known conditions for students to analyze related physical problems, so as to guide students to think deeply and deepen their understanding of knowledge. In this way, through different levels of homework, students can be guided to consolidate the physics knowledge and skills acquired in class after class and experience the sense of success in physics learning.
In a word, for junior high school physics teaching, teachers must fully grasp the students' learning characteristics and conditions, and carry out teaching according to the hierarchical teaching method, so as to promote the steady improvement of students' physics learning. In addition to understanding students' classroom learning, we should also analyze the quality of students' homework after class, so as to adjust the teaching design, promote the effective improvement of learning efficiency through expanding learning, and make students realize the high efficiency of physics learning in continuous and in-depth thinking and learning.
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