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1、1Knowledge and skills of high school physics integrationAbstract: Building knowledge and skills, processes and methods, attitudes and values of the integration target system is a high school course curriculum reform, the basic idea. These three interrelated and complementary, but the integration of
2、knowledge and skills should be achieved objective starting point. Keywords: physical integration of knowledge and skills Relying on modern educational theory, based on education, the object itself, to contact their own teaching practice, I instruction on how to achieve in high school physics “knowle
3、dge and skills” to talk about his humble opinion fusion. First, the knowledge into problem situations The knowledge into the problem situation, which is under the guidance of the theory of constructivism to produce a teaching model. Emphasized so that students create rich, complex, with a high degre
4、e of contact between the memory representation, allowing independent in that 2they have learn some background knowledge, to answer specific questions, so focus on the cultivation of awareness of the problem, designed to challenge the wisdom of the students issue has become active and effective teach
5、ing behavior. 1. Scaffolding Instruction in the integration of knowledge and skills to the role of teaching. Teachers should focus on learning topics, according to “the most near the development area” requirements for the construction of knowledge Conceptual framework established in the conceptual f
6、ramework of knowledge determined to find a pivot, the whole concept of it is the core of the framework to facilitate the students into the teaching situation. Fulcrum of this form of question generally is more appropriate. It the “shock doubt “as a starting point, through the students to explore the
7、 process” of the doubt “, the final orientation” as interesting “targets. ignite students in problem situations to further the desire to learn and eager, so that students in the question sound thinking system, the internalization of knowledge to the structure of their wisdom, the wisdom to promote 3
8、sublimation. explore the beginning of the boot to be inspired by teachers, and then analyzed by the students. The whole process of timely and appropriate manner to be prompt teachers. to help students in the framework of the concept of gradually building on knowledge and comprehensive, holistic unde
9、rstanding, and it is reasonable, theoretical. in the individual learning conditions, further consultation with the panel to discuss. After thinking members of the group discussions, shared a collective based on the results of the knowledge to achieve more comprehensive and correct understanding, to
10、complete the construction of the knowledge of the meaning. For example, teaching the use of stents, “Lenz” of teaching, the author designed the learning problem is to study the induced current direction. First, the relevant concepts, such as changes in magnetic flux and magnetic flux, generating a c
11、urrent condition as prior knowledge to enable students to directly participate in the experiment, record the phenomenon under various experimental conditions. Finally, let students into groups to analyze the experimental phenomena, discussion, summed up the direction of induced current can follow th
12、e law. This provides a 4learning problem, give students a strong “scaffolding”, according to teachers to “handle”, students can take the initiative to think, resolve difficult, to learn knowledge and application of knowledge to solve physical problems in life. Links to Research papers Download http:
13、/2. anchored on the issue of teaching knowledge and skills in the use of fusion. anchored instruction can help us achieve this goal. teachers, according to a pre-determined learning problems, in the relevant practical situations to the facts of a typical selected as “anchor” around the issue further
14、. For example, the problem can be broken down based teaching methods teaching. in everyday life for students perceptual knowledge of the premise, put forward the loss of power transmission lines with which factors? how to minimize power loss? Why the high-voltage transmission? What are the advantage
15、s high-voltage transmission? this series of questions as the “anchor” for students in the real problem situations to analyze, to think. teaching practice proves, through the “problem building” to the problem of knowledge, students can use this “problem” to build a “bridge” on a pass near the goal. 5
16、3. Cooperative teaching situation is to realize the importance of knowledge and skills to ensure integration. To get a variety of knowledge and understanding to construct a variety of knowledge and meaning, we need teachers and students, between students and between students cooperation and mutual exchanges. Therefore, teachers should be carefully selected and re-learning the contents of the cooperative, positive creation of cooperative te
