“271”教学模式在高中物理教学中的实践研究.docx

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摘要：
“271”教学模式即“2+7+1”教学模式，是一种物理教学方法论。本文主要研究“271”教学模式在高中物理教学中的实践研究。通过对实验组和对照组的教学效果的比较，我们发现，采用“271”教学模式可以显著提高学生的学习兴趣和物理知识的掌握程度，有助于发掘和培养学生的自主学习能力。该模式对提升高中物理教学质量具有重要的意义。
关键词：271教学模式；高中物理教学；学习兴趣；自主学习能力
Introduction:
271 teaching method is a teaching methodology for physics education, which focuses on stimulating students' learning motivation and developing their self-learning ability. In this study, we investigate the practical application of 271 teaching method in high school physics education. The results show that the 271 teaching method can effectively improve students' interest in learning and their mastery of physics knowledge, while facilitating the development of their self-learning ability. This teaching method has important implications for improving the quality of high school physics education.
Methods：
The subjects of this study were high school students who were randomly divided into two groups, one as the experimental group and the other as the control group. The experimental group received instruction using the 271 teaching method, while the control group was instructed using traditional teaching methods. The course lasted for three months, and the results of pre- and post-test comparisons, as well as surveys, were used to analyze the effectiveness of the teaching method.
Results:
The results show that the experimental group students performed better in the post-test than those in the control group. The experimental group’s scores on conceptual understanding and problem-solving ability improved significantly, and their interest in learning physics increased. Moreover, the experimental group demonstrated greater self-learning ability and a greater ability to apply physics knowledge to real-world applications, compared with the control group.
Discussion:
The 271 teaching method pays equal attention to the three components of teaching: teaching objectives, teaching content, and teaching methods. In the teaching process, emphasis is placed on student participation and active learning, rather than rote memorization and passive learning. There are many reasons for why this method is effective, including: promoting student participation, improving students' learning skills, and deepening their understanding of the subject matter. Therefore, it is very important to promote the 271 teaching method in high school physics education.
Conclusion:
The “271” teaching method can significantly improve the quality of high school physics education by improving students' interest in learning, promoting the development of their self-learning ability, and deepening their understanding of the subject matter. In the future, more research should be done to verify the effectiveness of this method, and to explore its potential applications in other fields of education.