新課標(biāo)下的高中物理課堂教學(xué)設(shè)計(jì).pdf

1、山東師范大學(xué)碩士學(xué)位論文新課標(biāo)下的高中物理課堂教學(xué)設(shè)計(jì)姓名：梁鴻秀申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：學(xué)科教學(xué)（物理）指導(dǎo)教師：張磊20080402山東師范大學(xué)教育碩士專業(yè)學(xué)位論文ClassroomTeachingDesignofHighSchoolPhysicsunderNewCurriculumStandardAbstractTheteachingdesignisusingthesystematicmethodsforanalyzingteac

2、hingquestionsandthedefiningteachinggoals，establishingthestrategyplansforsolvingteachingproblems，theimplementationsolution，andtheappraisalimplementationresultandcarriesontherevisiontotheplanTheteachingdesignisabridgewhich

3、transformstheleachingtotheteachingpracticeThisrequestteachingdesignelementarytheoryandthemethodmustunifywiththeconcretedisciplinetoformthedisciplinecharacteristicteachingdesigntechnologyandalsotobeatechnologywhichtheteac

4、hermustgraspPhysicsteachinginstructiondesignistheteachingdesignapplicationinphysicsclassroominstructionstratificationplanetheresearchlevelThecunentourcountryphysicsclassroominstructiondesignisnothigh，Theteachingdesignapp

5、licationandthepopularizationisquitedifficultintheschooleditionTherefore，developingphysicsclassroominstructiondesignresearch，popularizingteachingdesigntheoryenhancingtheteachingdesigntechnologythepromotingdesignachievemen

6、tapplicationisanurgentdutyHowunifytheordinaryteachingtheoryofdesignandthetechnologyandthephysicssubjecthasbecomeanimportanttopicforthephysicaleducationresearchInthedifferenthistoricalstage，asaresultoftheunceasingrenewale

7、ducationthoughtandtheeducationtheorytheclassroominstructiondesignhasthedifferentcharacteristicsandtherequests”O(jiān)rdinaryHighschoolPhysicsCurriculumStandardpointedoutthatThehighschoolphysicscurriculumshouldpromotestudentsto

8、studyindependentlyletstudentsparticipatepositivelybegladtoexplore，darestotest，tobeindustriousatconsiderrevisingThroughthediverseteachingwayhelpstudentstostudythephysicalknowledgeandtheskill，developtheirscienceinquisition

9、abilitytoformthescientificattitudeandthespiritofsciencegraduallyThenewcurriculumregardsthisideathebasicideaofimplementingteachingTherefore，notonlytheteachingdesignlimitsthecoursecontentdesign，requeststheteachingdesignert

10、ostandinlearnersstandpointproposingquestionsanalyzingquestionsandmakingthestudycontentpresentclearlyforthelearnerinordertoformfruitfulteachingprocessThisarticlemainlyelaboratedunderthenewcurriculumstandardthehighschoolph