Instructional and Learning Overall Design: Physics for High School, Book 2 (Part 1) (Second Semester of Grade 11) - Third Edition (Teacher's Book): Teacher's Book (Second Semester of Grade 11)

Author: Zhang Guosheng
Publisher:
Publish Date: 2004-05-03
Features: Reflects the psychological patterns of learning, refines classroom teaching processes; optimizes the synchronized structure between teachers and students, enhancing the efficiency of teaching, practice, and assessment! Discover an effective operational carrier for improving classroom teaching and learning outcomes, and build an interactive platform for teachers and students that aligns with the concept and model of quality-oriented education! The Teaching and Learning Holistic Design series is a highly influential supplementary book. Through holistic teaching and learning design, it showcases templates for teacher-student interaction in classroom teaching and provides rare resources and well-crafted exercises found in few other supplementary materials. In the newly revised edition, the guiding principles of the series are reflected in the following aspects:
(1) Organic integration of curriculum and teaching; The Teaching and Learning Holistic Design series designs a "working curriculum," meaning the curriculum actually implemented in the classroom, also known as an "experiential curriculum." The teaching content of the series is no longer just a carrier of specific knowledge but rather the process in which teachers and students jointly explore new knowledge. Teachers and students are integral parts of the curriculum and act as interacting subjects. Teachers are the curriculum—they are not isolated from it but are an integral part, a creator, and the main subject of the curriculum; students are equally creators and subjects of the curriculum. The series emphasizes teacher-student interaction and has created an effective interactive teaching platform. Teaching and curriculum transform and promote each other, organically integrating into a unified whole. The curriculum thus becomes a dynamic, growing "ecosystem" and a complete culture.
(2) Effective control of classroom teaching; In the classroom, the knowledge received by students generally includes three aspects: A-type knowledge provided by textbooks and teaching reference materials; B-type knowledge from the teacher's personal expertise; and C-type knowledge generated through teacher-student interaction. According to the requirements of the new curriculum philosophy, the knowledge provided by textbooks should be maximally transformed into B-type knowledge (teacher's personal expertise) and C-type knowledge (new knowledge generated through interaction). This changes the proportions of A-type, B-type, and C-type knowledge received by students.
(3) A platform for personalized teaching; The student workbook was separated from the teacher's workbook after its revision. The student workbook is synchronized with the teacher's workbook while also being a standalone book, maintaining the completeness of the student workbook. At the same time, the student workbook retains the core content of the original series, such as the teacher-student interaction section, which is presented from a teacher-centered perspective in the teacher's workbook. In the student workbook, it is presented in the form of student lecture notes, emphasizing the "learning" process of students. Relevant materials can be transformed into questions, fill-in-the-blanks, or other related scenarios. The remaining sections are synchronized, such as lesson assignments and unit materials. Among them, the background information section is more comprehensive in the teacher's workbook but more concise in the student workbook.