Study on the Deep Learning of Physics Review Course in Junior Middle School Based on CRS

Wei Li; Zhi Xin Huang; Ming Hai Wu; Qi Tian

doi:doi:10.11648/j.sjedu.20210903.15

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Study on the Deep Learning of Physics Review Course in Junior Middle School Based on CRS

Wei Li, Zhi Xin Huang, Ming Hai Wu, Qi Tian

Published in Science Journal of Education (Volume 9, Issue 3)

Received: 26 April 2021 Accepted: 19 May 2021 Published: 26 May 2021

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Abstract

Deep learning is an important research topic in the field of educational technology, the Horizon Report released by the New Media Alliance in 2017 points out that deep learning is a key direction in promoting educational development and reform. This research is based on the CRS review discussion teaching mode, applying classroom response system in interactive teaching environment, in order to promot students' deep learning. Aiming at the problems of single teaching method, simple classroom communication, fuzzy monitoring of learning situation and low efficiency of teaching goal in junior high school physics review course, this paper takes junior high school physics review course as an example, discusses the teaching efficiency of CRS-based review course qualitatively, and uses comparative experiment to analyze the difference between teaching effect, students' deep learning achievement degree and learning type. The results show that, Based on the CRS junior high school physics review class in-depth learning model can improve students' academic performance, enhance the degree of achievement of students' deep learning. Therefore, we should actively explore the deep integration path of CRS and physics teaching, give full play to the advantages of CRS in focusing on the core issues in the classroom, evaluation of innovative learning process to improve the effectiveness of physics teaching.

Published in	Science Journal of Education (Volume 9, Issue 3)
DOI	10.11648/j.sjedu.20210903.15
Page(s)	104-109
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Classroom Response System, Deep Learning, Middle School Physics Review

References

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APA Style

Wei Li, Zhi Xin Huang, Ming Hai Wu, Qi Tian. (2021). Study on the Deep Learning of Physics Review Course in Junior Middle School Based on CRS. Science Journal of Education, 9(3), 104-109. https://doi.org/10.11648/j.sjedu.20210903.15

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ACS Style

Wei Li; Zhi Xin Huang; Ming Hai Wu; Qi Tian. Study on the Deep Learning of Physics Review Course in Junior Middle School Based on CRS. Sci. J. Educ. 2021, 9(3), 104-109. doi: 10.11648/j.sjedu.20210903.15

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AMA Style

Wei Li, Zhi Xin Huang, Ming Hai Wu, Qi Tian. Study on the Deep Learning of Physics Review Course in Junior Middle School Based on CRS. Sci J Educ. 2021;9(3):104-109. doi: 10.11648/j.sjedu.20210903.15

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@article{10.11648/j.sjedu.20210903.15,
  author = {Wei Li and Zhi Xin Huang and Ming Hai Wu and Qi Tian},
  title = {Study on the Deep Learning of Physics Review Course in Junior Middle School Based on CRS},
  journal = {Science Journal of Education},
  volume = {9},
  number = {3},
  pages = {104-109},
  doi = {10.11648/j.sjedu.20210903.15},
  url = {https://doi.org/10.11648/j.sjedu.20210903.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20210903.15},
  abstract = {Deep learning is an important research topic in the field of educational technology, the Horizon Report released by the New Media Alliance in 2017 points out that deep learning is a key direction in promoting educational development and reform. This research is based on the CRS review discussion teaching mode, applying classroom response system in interactive teaching environment, in order to promot students' deep learning. Aiming at the problems of single teaching method, simple classroom communication, fuzzy monitoring of learning situation and low efficiency of teaching goal in junior high school physics review course, this paper takes junior high school physics review course as an example, discusses the teaching efficiency of CRS-based review course qualitatively, and uses comparative experiment to analyze the difference between teaching effect, students' deep learning achievement degree and learning type. The results show that, Based on the CRS junior high school physics review class in-depth learning model can improve students' academic performance, enhance the degree of achievement of students' deep learning. Therefore, we should actively explore the deep integration path of CRS and physics teaching, give full play to the advantages of CRS in focusing on the core issues in the classroom, evaluation of innovative learning process to improve the effectiveness of physics teaching.},
 year = {2021}
}

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TY  - JOUR
T1  - Study on the Deep Learning of Physics Review Course in Junior Middle School Based on CRS
AU  - Wei Li
AU  - Zhi Xin Huang
AU  - Ming Hai Wu
AU  - Qi Tian
Y1  - 2021/05/26
PY  - 2021
N1  - https://doi.org/10.11648/j.sjedu.20210903.15
DO  - 10.11648/j.sjedu.20210903.15
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 104
EP  - 109
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20210903.15
AB  - Deep learning is an important research topic in the field of educational technology, the Horizon Report released by the New Media Alliance in 2017 points out that deep learning is a key direction in promoting educational development and reform. This research is based on the CRS review discussion teaching mode, applying classroom response system in interactive teaching environment, in order to promot students' deep learning. Aiming at the problems of single teaching method, simple classroom communication, fuzzy monitoring of learning situation and low efficiency of teaching goal in junior high school physics review course, this paper takes junior high school physics review course as an example, discusses the teaching efficiency of CRS-based review course qualitatively, and uses comparative experiment to analyze the difference between teaching effect, students' deep learning achievement degree and learning type. The results show that, Based on the CRS junior high school physics review class in-depth learning model can improve students' academic performance, enhance the degree of achievement of students' deep learning. Therefore, we should actively explore the deep integration path of CRS and physics teaching, give full play to the advantages of CRS in focusing on the core issues in the classroom, evaluation of innovative learning process to improve the effectiveness of physics teaching.
VL  - 9
IS  - 3
ER  -

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Author Information

Wei Li

College of Physical Science and Technology, Central China Normal University, Wuhan, China
Zhi Xin Huang

College of Physical Science and Technology, Central China Normal University, Wuhan, China
Ming Hai Wu

College of Physical Science and Technology, Central China Normal University, Wuhan, China
Qi Tian

College of Physical Science and Technology, Central China Normal University, Wuhan, China

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Plain Text BibTeX RIS

APA Style

Wei Li, Zhi Xin Huang, Ming Hai Wu, Qi Tian. (2021). Study on the Deep Learning of Physics Review Course in Junior Middle School Based on CRS. Science Journal of Education, 9(3), 104-109. https://doi.org/10.11648/j.sjedu.20210903.15

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ACS Style

Wei Li; Zhi Xin Huang; Ming Hai Wu; Qi Tian. Study on the Deep Learning of Physics Review Course in Junior Middle School Based on CRS. Sci. J. Educ. 2021, 9(3), 104-109. doi: 10.11648/j.sjedu.20210903.15

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AMA Style

Wei Li, Zhi Xin Huang, Ming Hai Wu, Qi Tian. Study on the Deep Learning of Physics Review Course in Junior Middle School Based on CRS. Sci J Educ. 2021;9(3):104-109. doi: 10.11648/j.sjedu.20210903.15

Copy | Download

@article{10.11648/j.sjedu.20210903.15,
  author = {Wei Li and Zhi Xin Huang and Ming Hai Wu and Qi Tian},
  title = {Study on the Deep Learning of Physics Review Course in Junior Middle School Based on CRS},
  journal = {Science Journal of Education},
  volume = {9},
  number = {3},
  pages = {104-109},
  doi = {10.11648/j.sjedu.20210903.15},
  url = {https://doi.org/10.11648/j.sjedu.20210903.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20210903.15},
  abstract = {Deep learning is an important research topic in the field of educational technology, the Horizon Report released by the New Media Alliance in 2017 points out that deep learning is a key direction in promoting educational development and reform. This research is based on the CRS review discussion teaching mode, applying classroom response system in interactive teaching environment, in order to promot students' deep learning. Aiming at the problems of single teaching method, simple classroom communication, fuzzy monitoring of learning situation and low efficiency of teaching goal in junior high school physics review course, this paper takes junior high school physics review course as an example, discusses the teaching efficiency of CRS-based review course qualitatively, and uses comparative experiment to analyze the difference between teaching effect, students' deep learning achievement degree and learning type. The results show that, Based on the CRS junior high school physics review class in-depth learning model can improve students' academic performance, enhance the degree of achievement of students' deep learning. Therefore, we should actively explore the deep integration path of CRS and physics teaching, give full play to the advantages of CRS in focusing on the core issues in the classroom, evaluation of innovative learning process to improve the effectiveness of physics teaching.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Study on the Deep Learning of Physics Review Course in Junior Middle School Based on CRS
AU  - Wei Li
AU  - Zhi Xin Huang
AU  - Ming Hai Wu
AU  - Qi Tian
Y1  - 2021/05/26
PY  - 2021
N1  - https://doi.org/10.11648/j.sjedu.20210903.15
DO  - 10.11648/j.sjedu.20210903.15
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 104
EP  - 109
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20210903.15
AB  - Deep learning is an important research topic in the field of educational technology, the Horizon Report released by the New Media Alliance in 2017 points out that deep learning is a key direction in promoting educational development and reform. This research is based on the CRS review discussion teaching mode, applying classroom response system in interactive teaching environment, in order to promot students' deep learning. Aiming at the problems of single teaching method, simple classroom communication, fuzzy monitoring of learning situation and low efficiency of teaching goal in junior high school physics review course, this paper takes junior high school physics review course as an example, discusses the teaching efficiency of CRS-based review course qualitatively, and uses comparative experiment to analyze the difference between teaching effect, students' deep learning achievement degree and learning type. The results show that, Based on the CRS junior high school physics review class in-depth learning model can improve students' academic performance, enhance the degree of achievement of students' deep learning. Therefore, we should actively explore the deep integration path of CRS and physics teaching, give full play to the advantages of CRS in focusing on the core issues in the classroom, evaluation of innovative learning process to improve the effectiveness of physics teaching.
VL  - 9
IS  - 3
ER  -

Copy | Download