Mutual aid group independent research and study experimental program

I. The background of the topic and the definition of the topic

1. The background of the topic

For a long time, there is a common phenomenon in middle school physics teaching: many middle school students have low ideological consciousness, narrow living standards, and the ability to analyze problems and solve problems is difficult to improve. The reason for this phenomenon is that the dominant teacher fails to pay enough attention. The student's subjective consciousness has always followed a simple and passive approach: the individual occlusion of the students - the teacher's comprehensive public irrigation, which meets the requirements of UNESCO in the 21st century. "Learn to survive, learn to learn. , learn to cooperate, learn to practice" is not compatible. In the tide of reforms in quality education, how to cultivate students' innovative spirit and practical ability is a top priority. Based on this point, the physics experiment of "mutual cooperation group independent learning learning research" was put forward.

2. Definition of the topic

The teaching theory of the self-help group's independent cooperative learning lies in every advancement of modern science and technology. Almost all of them are the crystallization of collective cooperation. They have a good sense of cooperation and cooperation and have become one of the basic elements necessary for "modern people". . Shaw Bernard said: "If you and I have an apple, there is still only one apple per person after the exchange, but if everyone has a thought, there will be two kinds of thoughts after exchange." Cooperative interactive learning is a popular teaching method in the West, especially in the United States, which has been popular in recent years. It is believed that it can be borrowed from the physics teaching of middle school students. Multiple members form a mutual aid group. A class group is a large group. The members establish clear learning objectives, unite and collaborate, work together, brainstorm ideas, and jointly solve the key and difficult problems in physics learning, so that each member has Different levels of harvest. This kind of harvest does not only refer to physical knowledge and skills, but also includes the improvement of the quality of thought, especially when individuals learn to compete and learn to unite and cooperate. That is to say, it is not only the individual but also the whole, which is consistent with the development trend of the current world trend--mutual cooperation group and common prosperity.

Second, the objectives and main content of the project

Training objectives

1. Cultivate students' subjective consciousness, cooperation ability and innovative spirit, encourage research, encourage creation, encourage competition, and encourage unity. This undoubtedly tempered and improved the quality of students' psychology, thought, personality, and aesthetics.

2. Under the guidance of teachers, encourage students to cooperate and interact, implement cognitive goals around the knowledge points of each grade in the new curriculum standards, and cultivate the ability to analyze and solve problems.

3. Let students continuously improve their self-personality in the process of collaborative and interactive learning in the classroom and in various forms of extracurricular learning, organically combine physics and learning, and develop towards the direction of achieving truth, goodness and beauty.

This kind of experiment runs through these principles from beginning to end: the principle of subjectivity, the principle of dominance, the principle of effectiveness, the principle of practice, and the principle of teaching and learning.

Content of the study

1. Mutual aid group exchange, study and study.

We must truly implement the principle of taking students as the mainstay and strongly encourage both independent competition and common progress. The so-called "one flower is not spring, the flowers bloom in the spring full garden", "three stinkers, match Zhuge Liang", although the students have different personalities and different foundations, if they can exchange ideas on the basis of independent research, they can solve Open the "dead knot" of thinking, learn from each other, encourage each other, and exchange each other, and finally receive the effect of harmonious equality and common improvement.

2. Independent and active research. Vigorously advocate the spirit of "suspicion", doubt textbooks, doubt teachers, encourage students to think independently, and actively struggle. While cultivating the same thinking, we should vigorously cultivate different thinking.

3, skillfully in order, reform the teaching method, truly implement the principle of teachers as the main body, select teaching methods that can motivate students' enthusiasm, such as problem discussion method, experimental inquiry method, small teacher lectures and other various teaching methods, bold scientific processing Teaching materials, creating an active situation and optimizing the structure of classroom teaching. Based on intensive refinement, one lesson should only focus on solving one or two key issues, because if you want to "all-in-one", you can't "face beyond."

4, open sharing, expand space

Physics teachers should give full play to the advantages of modern educational technology, and use the diversity of multimedia stimuli such as tape recorders, slides, videos, physical projectors, computers, etc. to drive students' internal learning, and gradually enable students to learn online to search for physical learning materials. A more intuitive and deeper understanding, create an open and shared learning environment, and expand a new space for students' physics knowledge and skills development

5. Cooperate and interact with classroom physics to solve physical problems in life. Encourage students to collect physical problems in their lives and use the physical knowledge they have learned to analyze them.

6. Teachers cooperate and interact to strengthen their own construction.

1) As a designer, organizer and regulator of physics teaching, it is necessary to cooperate and interact. It is necessary not only to strengthen theoretical study, but also to strengthen the construction of their ideological and moral character, and to sum up the teaching experience and lessons in a timely manner so as to constantly update themselves and improve their education and teaching level better and faster. Strive for each physics teacher to complete the "five ones" in each semester: read a monograph on education, say a lesson, take a demonstration class, engage in a study, and write a teaching and research paper.

The members of the research team each undertake the task

Cui Ailian "How to better cooperate and interact with each other to complete the experiment"

Discussion on the classroom mode of "mutual cooperation group learning"

2) Make a courseware of a certain quality.

Third, the subject implementation design

The research is divided into four phases:

1. Prepare and set up a research group to publicize and launch, publish and learn relevant materials, understand the spirit of the model, establish a plan, and organize the implementation of various activities.

2. Try to run the experiment according to the mutual help group and the self-discussion teaching mode. Through communication seminars, lectures, feedback, and timely adjustments.

3. Continuous development Actively improve the cooperation of mutual aid groups, the teaching mode of independent discussion-based teaching, systematically carry out various social practice activities, and continue to exchange views.

4. Summary of the questions The project undertakers summarize their respective experimental experiences, form papers, and summarize the overall experimental report. Student achievement presentation. Participate in various competitions. Expert identification.

Fourth, the expected effect of the experiment

1. Students' interactive cooperation and awareness of subject innovation.

Through the interaction and cooperation between classes and students, students use physics knowledge analysis to explain problems in life. The subject's innovative consciousness is continuously strengthened. The interaction and cooperation between students and teachers and students form a good circular effect, gradually forming an equal democracy and positive. A new space for learning in the open and open sharing. Students' learning is more conscious than before, and a considerable number of students are able to think hard and dare to ask questions and questions. Let students gradually master certain physics learning skills in cooperative learning physics, never like to like, from like to love, and physics performance is steadily improved.

2. Students can combine classroom physics with the physics of life.

Through the interaction and cooperation in and out of class, the students truly understand that physics comes from life, and cultivate students' sense of cooperation, cooperation and modesty and prudence.

3. Teachers can unite and cooperate in research on topics, explore each other, and make progress together. We can conscientiously study the theory of education and teaching, strengthen our own construction, and make the physics teacher of our department have a qualitative leap in teaching and research.