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High School Physics Teaching Model Based on Psychological Theories

Yong Li （ Tianjin Experimental High School ）

Zhi-Qiang Wu

https://doi.org/10.37155/2972-4856-0201-1

Abstract

Delving into the integration of psychological theories with high school physics teaching, this paper aims to construct a student-centered, interest-inspiring, and science literacy-enhancing teaching model. By precisely understanding students' learning psychology and combining it with the unique charm of the physics discipline, we propose an innovative teaching strategy aimed at breaking traditional constraints. The goal is to infuse new vitality into high school physics classrooms, thereby achieving a qualitative leap in teaching effectiveness and laying a solid foundation for students to embark on a scientific exploration journey.

Keywords

Psychological theories; High school physics; Teaching model

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References

[1] Zhang, X., & Li, Z. (2022). Application Research of Psychological Principles in High School Physics Teaching. [J] Educational Psychology Research, (3), 45-56.
[2] Wang, M., & Liu, X. (2023). High School Physics Teaching Design and Practice Based on Cognitive Load Theory. [J] Physics Teaching Exploration, (1), 22-27.
[3] Li, D., & Zhao, Z. (2022). A Strategy Study on Integrating Emotional Education into High School Physics Teaching. [J] Educational Science Forum, (5), 68-73.
[4] Chen, Y., & Sun, H. (2023). Research on Innovative Teaching Model in High School Physics Based on Constructivism. [J] Journal of Innovative Education Research, (2), 30-35.

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