Dissertation
Dissertation > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Physical

Inquiry Teaching Theory and Application in Junior Middle School Physics Practice

Author WangZhong
Tutor HanKeFang
School Central China Normal University
Course Subject Teaching
Keywords physics in junior middle school researched teaching teaching patterns principles of design teaching process
CLC G633.7
Type Master's thesis
Year 2006
Downloads 338
Quotes 5
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The scientific researching means an activity which originally refers to the scientists to study nature when the scientific rule carries on. Researched teaching is one kind of simulation scientific research activity, which guides the students to study the nature equally like the scientists.Under the influence of each kind of the historical and realistic factors, the current physics teaching of middle schools in our country is deeply chained by the exams for the education. The students are always at the status of being indoctrinated throughout the whole study process. The teaching is to inherit the knowledge primarily, and then the students’ innovated ability becomes worse and worse. Therefore, it is very difficult to adapt the need of talented people in the modern society.In nowadays, the modern scientific technology develops rapidly and the international competition becomes more and more fury day by day. The scientific education all over the world takes more and more recognition of the development of the students’ scientific ability. Researched teaching has become the direction of the development of the scientific education all over the world.To be based by the theory of the researched teaching and unified the reform of the new turn’s physics teaching of junior middle schools, the paper discusses the teaching types, the patterns, the principles of design ,and it practices and summaries the researched teaching.The paper divides into four parts altogether. The first part introduces the meaning, the background, the development and the deep significance of the researched teaching. The second part elaborates the basic theory: The cognition structural theory, the meaningful study theory and the modern construction principle study theory. The third part elaborates the status function, the raising goal, the teaching types, the patterns and the principles of design of the new teaching reform of the researched teaching. The fourth part is the author’s two cases in the teaching, and it introduces the author and the colleagues’ researched teaching situation in recent years and their reflection and expectation of the practice of researched teaching.

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