Reflection on Physics Teaching in the Second Year

Part 1: Reflection on physics teaching in the second day

The second day of physics is a new course for students. When they first came into contact with this class, students often had a sense of freshness and showed great interest. However, many students only stay in interest, or for a long time, many students lose interest in learning physics, so in physics teaching, I have come to the following reflections:

First, do more experiments

Interest is the best teacher. Only by stimulating students' interest in learning can students learn more actively, and teaching methods play a key role in this aspect. The application of various teaching methods will make the classroom more interesting! Physics is an experiment-based discipline, so we should use the school to do as much experiment as possible. When studying the dispersion of light, I used a prism to let the students observe the dispersion of white light. I also borrowed a test tube from the biological laboratory to let the students study whether the vibration of the air made a sound when the test tube with water was hit. Also, when focusing on the problem of convex lenses, I used the convex lens in the laboratory to let the students observe and summarize the results of the experiment. This not only completes the teaching tasks, but also deepens the impressions of the students and their interest in physics learning.

Outside of class, I also asked students to use their materials to do more physical experiments. When learning the three primary colors of shade, I asked my classmates to use a self-made magnifying glass to observe whether the color of their TV set is composed of three colors of red, green and blue.

Second, let the students learn to observe, observe more

First of all, I will try my best to demonstrate the experiment during class, so that the students can observe it carefully. And actively think about summing up the experimental conclusions. The conclusion of the error is not immediately pointed out, but to guide the students to find the problem and solve the problem. But the demonstration experiments in the classroom are limited, and the physical phenomena in life are many. Therefore, in the process of teaching, we should connect with the physical phenomena in life and praise those students who are good at observing and carefully observe the physical phenomena in life, and praise them to encourage students to observe more physical phenomena in life. . And use the knowledge we have learned to solve some problems. If you haven't learned the knowledge, you can check the information by yourself, discuss each other among the students, and ask the teacher to solve it. Let the students experience the fun of physics in the process of self-learning.

Third, let the students themselves investigate the application of physical knowledge.

See what are the examples in our living environment. Through the students' own participation, students' interest in learning can be greatly improved, and students can become masters of learning. Use what we have learned to solve some of the physics in life. There is a lot of noise in our lives, and students can use the three links we have learned to reduce noise to control noise. You can also use echo to estimate some distances in your life. In this way, the students can apply the theory to practice, and deepen the students' love of knowledge. The pride of having knowledge further deepens the students' interest in learning.

Fourth, don't let students have a fear of physics

Just getting in touch with physics, while bringing new knowledge to the students, also caused some students to have fear. Teachers should understand the students' physics learning situation, ask them to write a physical summary, and keep abreast of the students' physics learning. Solve problems in time for students who feel that they have physical difficulties. Do not let their difficulties and doubts accumulate more and more, so that it is difficult to understand physics and do not understand at all. Thereby gradually losing interest in learning physics.

In short, interest is the best teacher to learn. How to always raise the interest of students to learn is a question that every teacher must think at any time.


Chapter 2: Reflections on Physics Teaching in the Second Grade

Physics as an important basic science of natural sciences, physics teaching in the middle school is the entry and enlightenment of students to learn physics knowledge, so in the physics teaching to inspire students' interest in science, mobilize their enthusiasm for learning, understand and adapt to the psychological characteristics of students. Great role.

As far as the psychological and physiological characteristics of the second-year students are concerned, on the one hand, they have a strong desire for knowledge, and they are eager to learn, ask questions, and have illusions about various new things. At the same time, they are active, victorious, and fun. However, learning enthusiasm is linked to short-term "direct interest". When encountering more abstract and rational physics knowledge, these small difficulties will quickly make them lose interest and enthusiasm for learning, and finally lead to the failure of physics teaching in the country. Therefore, teaching must adapt to the psychological characteristics of students. Curious as an important feature of the psychology of middle school students, cultivate curiosity, can make people good at discovering problems, asking questions, inspiring curiosity and interest in learning, and should be consciously initiated and motivated in teaching, such as: carefully designing relevant scenarios and making full use of corresponding Experiments and little stories. Good question is another feature of middle school students' psychology. Middle school students have certain basic knowledge. These knowledge and life experience have transitional characteristics. Their understanding develops from experience type to thinking type. The enthusiasm of students' good questions should be encouraged and respected in time. Teachers should be good at asking questions to train students to ask questions. Habits and analytical problems, the ability to answer questions. It is a positive thinking and a performance of middle school students. Carefully prepared exploratory experimental equipment and carefully designed exploratory experimental process can stimulate students' good psychology, improve their interest in learning, and improve their observation and experimental literacy. Victory is a very valuable psychological feature of middle school students, which is conducive to their formation of equal competition. Some plausible questions can be consciously arguing for students to cultivate innovative habits of thinking in arguments. Fun, it is the nature of middle school students. It is necessary to inspire students, seek knowledge in play, innovate in play, and have a good time to play. In the classroom, we must respect the nature of students' play, arrange classroom time reasonably, encourage students to do extracurricular experiments, and play middle school. , learning to play. Frustration is a psychological weakness of middle school students. When learning difficult knowledge, students are vulnerable to frustration and experience the joy of success. Students should be encouraged to cultivate and exercise the will quality, praise the students' flash points, learn more about the students' strengths, encourage their confidence, and communicate with the students. For students who have made mistakes, they should not be killed by a stick, to understand that they made mistakes. s reason. Tell them stories of scientists and great people, learn how they have gone through difficult times, and have experienced hardships and finally overcome the spirit of difficulties. Encourage students to identify short-term learning goals and work tirelessly for goals.

In short, the second grade physics classroom teaching should adapt to the psychological characteristics of middle school students, greatly stimulate the internal and external causes of students' learning, thus effectively improving the quality and efficiency of the classroom and cultivating useful talents for social development.


Part Three: Reflections on Physics Teaching in the Second Grade

There are many ways to cultivate non-intellectual factors. Here, I will only introduce the situation in which I have cultivated non-intellectual factors for the three types of poor students.

Strengthen self-control and control yourself.

Statistics show that the proportion of poor students due to weak self-control ability is large. In the survey, I found that their self-awareness is still relatively strong, and they have certain ability to evaluate others and self-evaluation. For example, in their minds, students with good physics are often students with excellent academic performance, observation ability, experimental ability, and ability to analyze and solve physical problems. When asked if they want to move closer to this standard, they almost always say that they want to achieve it, but it is not easy to do it. The reason why they want to do things can't be synchronized is because they can't control themselves and are easily interfered by the outside world. The survey also found that the self-control ability of such students is often related to interest, emotion, will and so on. In response to the characteristics of such poor students, I did the following conversion work.

1. Inspire the learning motivation of poor students and increase the interest in learning physics.

First of all, according to the characteristics of physics, guide poor students to correctly understand the purpose and social significance of learning physics, and use the physics knowledge learned to solve simple practical problems, in order to stimulate the interest of learning students, thereby strengthening the internal drive and enhancing self-control. Secondly, in the teaching, we strictly control the depth of the textbook and pay attention to breaking through the difficulties. In the problem-solving teaching, we pay attention to the analysis of physical processes, and make full use of the advantages of experiments, and adopt flexible and novel teaching methods to create a relaxed and pleasant teaching atmosphere, so that students are willing to learn.

2. Exercise the will of poor students and enhance the confidence of learning physics

Poor students have a distinctive feature, that is, emotional fluctuations, weak will, lack of perseverance, fear of difficulties and frustrations, which undoubtedly affect their learning, because learning is a matter of difficulty and frustration, and physics is a difficult task to learn. Subject. Therefore, I pay attention to guiding them to overcome difficulties and take the problem as a great pleasure. Let them hone their will to overcome difficulties in appropriate exercises, and they can get a gradual and reasonable rise in the situation and a feeling of upward climbing. Through continuous tempering, we constantly overcome the difficulties of learning one after another, so that students' confidence in learning physics will gradually increase.

3. The poor students in the church listen to the lessons and cultivate the quality of attention.

Another characteristic of poor students is that they are unstable and are often disturbed by things that are not related to class. To this end, I asked them to take notes and try to give them more questions to their attention. In addition, I also organized such poor students to hold a symposium, inviting students with good physical performance and self-control ability to teach and preach. Also organized some competitions. Sometimes deliberately make time longer to promote their self-control ability.


Part 4: Reflections on Physics Teaching in the Second Grade

The second physics course is an introductory course for students to learn physics. At the beginning, students were very motivated to learn, but after a while, many students began to fall behind. The reason is that many students find that they are very hard at learning, but their learning methods are not right, and the natural learning effect is not satisfactory. Therefore, the self-confidence of students' learning is greatly affected. When interviewing and interviewing students, I found that many students reflected that physics seems to be a one-skilled one. If they are used, they will be wrong. Many physics teachers also believe that this situation is ubiquitous. This shows that students do not have a deep understanding of the knowledge they have learned, and they are not comprehensive enough. There are certain difficulties in the learning process. After teaching and thinking, I think there are specific problems in the following aspects.

First, the general problem of the second year students learning physics is

1. The main problems in the answer sheet:

1 The problem of examination and analysis is poor: the examination questions are not detailed, inaccurate, incomplete, and not answered as required; the key to grasping the problem by analyzing the problem information.

2 Poor understanding: The understanding of the concept is superficial, and the answer is answered by the answer.

3 poor comprehensive experimental ability: especially the experimental design ability needs to be improved.

4 Mathematical combination of poor consciousness: no mathematical knowledge is used to deal with physical problems; simple arithmetic errors are too many.

5 poor expression ability: the drawing is not strict, the calculation method is not standardized, and the logic is poor.

2. The main problems in the operation:

1 The examination questions are not careful enough, careless;

2 formula is unknown, chaotic data;

3 The expression is unclear, the logic of thinking is poor, the problem solving is not planned, and the writing is too confusing;

4 The computing power is poor, the data is inaccurate, and the unit is chaotic.

Second, there are possible factors for such problems

1. Relevant to the characteristics of the subject:

Physics is an experiment-based science. It is due to life but higher than life. Students should have a lot of imagination when they study. It is relatively abstract to be able to imagine the physical process that takes place, and to be truly Understand that students must have a certain perceptual knowledge and accumulation of life. However, it is quite lacking in this respect and does not raise the scattered perceptual knowledge into rational understanding.

2. It is also related to the implementation of the usual knowledge points:

It is mainly reflected in the following aspects: the difference between mathematical symbols and physical special symbols; the cultivation of imagination and thinking ability of images combined with physical situations; the standardization of units, effective digits, directions and problem solving formats always attracts attention.

3. Related to the student's own temperament:

Students should have strong comprehension, thinking ability, memory ability and self-learning ability. They should have good learning consciousness, initiative and planning, and consciously do a good preparation and review.

Third, the measures and strategies adopted:

1. Solid and rigorous

In the physics classroom teaching, we should do a good job in the teaching of basic concepts such as physical concepts and physical laws.

To understand the formation process of physical essentials, to explain the definition, meaning and characteristics of physical concepts, it is sometimes necessary to let students deepen their understanding of abstract physical essentials through examples and mapping. In the explanation of the laws of physics, we must pay attention to guiding students to draw conclusions through thinking activities such as analysis, generalization, abstraction, reasoning, induction, etc. At the same time, we must explain the applicable conditions and scope of physical laws and the relationship between physical quantities in physical laws. When necessary, the relevant conceptual laws should be compared and differentiated to eliminate the students' ambiguity about the laws of physical concepts.

In the exercises, students should develop scientific thinking methods and good study habits. That is to inspire students to seriously examine the questions, excavate the implicit conditions, abstract the physical situation, propose the law column formula, make conclusions and discuss them, etc., so that the process of solving the problem is complete and the reasoning is strict.

2. Contact the actual

Physics classroom teaching should be based on theory and practice, paying attention to application. This is not only the inevitable embodiment of the characteristics of physics, but also the performance of adapting to the urgent needs of elementary education.

In the classroom lectures, teachers should try to enumerate a large number of examples of life and production, and introduce students to modern scientific and technological knowledge, which can expand students' horizons and improve their ability to understand and solve problems. In addition, in the analysis of the exercises, in addition to the typicality of the exercises, the selection should pay attention to the practicality of the exercises and the combination of the knowledge of the relevant disciplines.

Strengthen classroom demonstration experiment teaching. In addition to the demonstration experiments that must be done in textbooks, teachers should be good at observing, dig out the physical principles in life examples, and design some experimental devices to demonstrate in the classroom to stimulate students' interest in learning.

. Methodology

In physics classroom teaching, teachers should pay attention to guiding students to analyze and understand the scientific methods of establishing physical concepts and physical laws. In middle school physics textbooks, there are many things to use scientific methods to establish physical concepts and explore physical laws.

. flexible

In the classroom teaching, teachers should set the content characteristics, class characteristics, students' actual and teaching environment according to the course structure, and adopt flexible and varied teaching methods and means to achieve the best teaching effect.

Knowledge method education should be flexible. In the classroom, teachers should adopt different teaching methods according to different types of courses, and the training of thinking methods should be flexible. In the process of solving physical problems, teachers should guide students to analyze problems from different angles and different aspects, so that one question is more thoughtful, one question is changeable, one question is more solutions, and multiple questions are solved. Teachers should have purpose for students. Conduct a variety of thinking training.

Fourth, pay attention to poor students' conversion work:

In our rural schools, poor students, especially double-difference students, account for a large proportion, so the difference is our important teaching work. First of all, we must pay attention to the cultivation of non-intellectual factors. I think that teachers should not only teach physics, but also care about and love poor students, so that teachers and students can form "emotional resonance", so that these students love physics classes. Teachers should make full use of the characteristics of physics, and the relationship between physics and the rapid development of modern science and technology will educate and cultivate students' patriotism, outlook on life and values, thus making them form a strong interest in learning. In the physics starting teaching work in the country, it is especially important to strengthen the interest in students' learning physics, because strong learning interest is the driving force for effective learning. Therefore, we should pay attention to the cultivation of students' interest in learning in combination with the teaching content. In addition to using physics to attract students and inspire interest, physics teachers also need to design and prepare high-quality demonstration experiments and introduce new developments in physics to improve their interest in learning. Of course, in order to consolidate the enthusiasm of poor students, it is necessary to make different types of students with different levels of learning success, so as to ensure a "benign circle" in learning. One of the effective ways to enhance students' interest in learning is to let all kinds of poor students try the joy of successful learning. Successful teaching can enhance and maintain a strong interest in learning. Eugenics have a strong interest in learning physics. Even the main reasons for getting into the mystery are mostly due to the strong attraction of the physics discipline itself, and the primary factor of whether students are interested in physics. It depends on the teaching level and method of the physics teacher. Therefore, the work of transforming poor students has a lot to do with the teaching methods of teachers. Does the teacher himself love physics, whether to invest in physics teaching, whether teachers believe in the value system of science, teachers' teaching concepts, whether teachers can feel beauty from physics knowledge and teaching process, etc. Poor conversion work is very important.


Chapter 5: Reflections on Physics Teaching in the Middle School

The teaching mode of physics tradition focuses on the teaching of knowledge, which makes students concentrate on learning and solving problems in knowledge points. They pay less attention to skills, physical processes and methods, or fail to implement them. They have not yet reflected the improvement of national scientific literacy and culture. An important goal of the physics curriculum of spiritual and scientific values. The traditional teaching model also emphasizes the acceptance of learning, ignoring the cultivation of scientific inquiry methods; emphasizing unity, neglecting regional differences and differences in student personality, and it is difficult to adapt to the needs of the development of students everywhere, so the physics curriculum reform is imperative. According to the requirements of the new curriculum standards, teachers should always reflect the concept that “student is the main body of teaching activities” in teaching, and adherence to this concept can effectively pay attention to the “individual differences” of students. Pay attention to the cultivation of students' lifelong learning aspirations, scientific inquiry ability, innovation consciousness and scientific spirit. Focusing on the development of students, we focus on cultivating students' good learning interests and study habits. By letting students observe the familiar phenomena around them, explore the physical laws of their inner essence, and cultivate students' inquiry spirit and practical ability.

For a long time, the main form of physics teaching is that teachers explain textbooks so that students can master the contents of textbooks. Thus, a relationship is formed: textbooks are fed to students through the chewing of teachers during the teaching, and the textbooks are changed into exam questions after the examination. Check the students.

The new curriculum emphasizes the fundamental change in the way students learn, transforms this passive learning attitude in student learning, promotes and develops diverse learning styles, especially the learning style of autonomy, inquiry and cooperation, so that students become masters of learning. Students' subjective consciousness, initiative, independence and creativity are continuously developed to develop students' innovative consciousness and practical ability. In the inquiry teaching, the teacher should base on and cultivate the independence and autonomy of the students, guide them to question, investigate and explore, learn to practice middle school, and gradually form a learning strategy suitable for themselves in the cooperative middle school. This article is organized by the editors of studying abroad.

In order to give full play to the main role of students, teachers should dare to "put" in teaching, so that students can learn brains, hands-on, verbally, and actively, and fully believe in the ability of students. However, dare to “put” does not mean letting go, but scientifically guides students to consciously complete inquiry activities. Teachers should give guidance when students encounter difficulties in inquiry. Teachers should also give guidance when the student's direction of inquiry deviates from the goal of inquiry. As a physics teacher, how do you keep up with the pace of the times and become the leader of the new curriculum reform? This puts higher demands on the physics teacher, and challenges the traditional teaching concept and the teacher concept, and urgently calls for the change of teaching concept and the reorientation of the teacher's role.

First, change the concept and reposition the role

The new curriculum reform is a revolution in educational philosophy, requiring teachers to "teaching for the sake of quality." In the teaching process, we should correct the correct relationship of “teacher-led, student-centered”, establish the educational concept of “teaching for sustainable development”, and complete the promotion from traditional knowledge disseminators to student development. Role change. This is the common direction for the future development of teachers in various disciplines. Under the new concept of "student-based development", the responsibilities of teachers are no longer single, but should be comprehensive and diversified.

Second, lifelong learning, optimizing knowledge structure

The physics subject is a highly integrated natural science. It requires physics teachers to have rich physics knowledge and knowledge of related disciplines, and become a compound talent with "one specialty and many abilities" in professional literacy. The new curriculum puts forward new requirements for the physics teacher's knowledge structure and ability. Teachers must enrich and improve themselves through continuous learning. With the development of science and technology, the latest achievements in physics research are constantly emerging and continuously integrated into new textbooks. Therefore, teachers should learn these new knowledge and improve their knowledge structure; the new curriculum pays attention to the physical education function, and advocates the cultivation of students through physical education. However, due to the long-term influence of exam-oriented education, most physics teachers are generally lacking in humanistic literacy. Therefore, teachers should learn the rich scientific knowledge of human society and continuously improve their humanistic qualities. The new curriculum also puts forward new requirements for physics teachers. If you want to have the ability to interact with people, the ability of teaching and research, the integration of information technology and teaching materials, curriculum design and development.

Under the new curriculum content structure, most teachers lack comprehensive knowledge and forward-looking knowledge, and it is difficult to complete all the guidance work on student topics well, and teachers must establish collaborative work ideas. From focusing on the subject only to other related disciplines, from being accustomed to self-respect to learning to appreciate the work and abilities of other teachers, from completing teaching tasks independently to learning from other teachers.

In the new situation, teachers are in the position of being selected by students for the first time. They must re-examine their knowledge structure, internalize lifelong learning into self-learning behavior, and always maintain the attitude of learning, research, reflection, discovery, inquiry, innovation and summarization. To strive to be an educated educator with a solid foundation and a solid message.

Third, people-oriented, innovative teaching mode

As the saying goes: There is no way to teach. In the process of teaching, students' knowledge acquisition, intellectual and non-intellectual factors can not be singled out. Teaching mode involves three major elements: knowledge, teachers and students. Teaching and learning is a dynamic process of common development. It should clarify the complexity of the teaching process, integrate the three major elements, weigh the pros and cons, learn the strengths of the common law, and choose the teaching method flexibly. . It is necessary to reform and innovate, but also to focus on the reality and actively participate in the creation of heuristic, open, paradigm, and cooperative teaching methods.

In the new curriculum reform, the development of intellectual factors is not the whole of elementary education. The non-intellectual factors such as the learning purpose, interest, will, attitude and habit of students are the dynamic system to promote the teaching process and realize the teaching effect. The process plays a role in launching, maintaining, and regulating. Emphasis on the teaching of physics experiments and physics in the lectures, combined with the introduction of physicist stories, physical anecdotes and physical historical materials, let students understand the generation and development of knowledge, experience the role of physics in the long history of human history; good at comparing old and new Different points of knowledge lead to cognitive conflicts, cultivate students' questioning habits, guide students to find the inner relationship between current problems and their existing knowledge systems, strengthen problem awareness and innovative spirit; finally, through comparison, classification, analogy, inductive deduction and Analyze and integrate logical thinking methods to show students the ins and outs of knowledge, to make it known, and to know why.

"Learning to think, thinking and asking." The class under the new curriculum should be like this: the classroom is not only the hall of subject knowledge, but also the sanctuary of humanity. It is the hall of student growth, the sky for students to exert creativity and imagination, and the students’ taste of life. theater". Here students have the experience of exploring new knowledge and gaining new knowledge. Learning interest, enthusiasm, motivation and inner experience and spiritual world are enriched. With personal experience, learning attitude and responsibility, personal value, social value and scientific value. The recognition of such a possibility is likely to develop further. Through lively classroom teaching, students are encouraged to learn physics interest and curiosity, and cultivate students' ability to discover problems, ask questions and solve problems, from "love learning" to "learning" to "learning", and finally Master the scientific methods and scientific thinking of physics learning.

Fourth, relying on science and technology to enrich teaching methods

Physics is an experiment-based discipline, and the vivid visualization of teaching content is an important guarantee for achieving teaching results. The new curriculum reform is proposed in response to the needs of the times. It attaches importance to the application of experimental teaching and modern information technology, and actively develops and produces corresponding teaching aids and intuitive teaching aids, which is conducive to its effective implementation. Demonstration experiments, student group experiments, projectors, computers and other modern teaching aids have created good hardware conditions for teaching modernization. It has changed the traditional classroom teaching mode based on language transmission information, and turned abstract knowledge into image. Stimulate the senses of the students and enhance their memory. For example, things that used to be abstract and difficult to understand in the physical micro-world have become intuitive and visual through computer simulations, which helps students understand. The development of the Internet has made physical network teaching possible, which is conducive to enriching students' knowledge and completing inquiry learning tasks.

Teachers are the implementers of the new curriculum, and the high level of teachers is the key to the success of the curriculum reform. A hundred years of planning, education-oriented, with first-class teachers, will have first-class education, will be first-class talent. Today, with the continuous deepening of curriculum reform, contemporary physics teachers should recognize the duties and missions of teachers in the future education, complete the role transformation as soon as possible, continuously improve their own temperament, and strive to promote the smooth progress of the new curriculum reform.

In the process of physics teaching, teachers should make full use of various information to create scenarios to stimulate students' thinking, guide students to raise scientific questions, encourage students to think boldly, and let go of their thinking. In the classroom teaching, due to the differences of students, the questions raised by students are uneven, some levels are relatively low, and some are more valuable. Of course, teachers should focus on encouragement, encourage students to ask questions from each other, recognize that students are different, teachers should have value orientation, and let students know which questions are valuable. Let students know how to ask valuable questions. Ask students to ask each other based on the content of this lesson and then combine the questions.

As far as the topics studied by students in the middle school stage are concerned, the conclusion is long. The reason why students should explore and discover is to ask them to experience and comprehend the scientific ideas, the methods of scientists to study problems, and acquire knowledge. The experience process has educational significance. Teachers should make great efforts to organize the teaching process of inquiry activities, so that students have clear experience objectives and scientific activity programs, so that students can work well under the guidance of teachers, observe, record and analyze. The description must be realistic, and the discussion should respect the different opinions of other students, encourage students to discover new ideas, new insights or propose a new round of inquiry. Don't just focus on the correctness of the conclusions, or even rush to draw conclusions. The process of attaching importance to the situation is put forward in the case of overemphasizing the conclusions in traditional teaching. It should be noted that instead of paying attention to the process, it will go to the other extreme, becoming a heavy process and ignoring the conclusion. In fact, the conclusion of teaching is also one of the goals of teaching.

The new curriculum emphasizes the fundamental change in the way students learn, transforms this passive learning attitude in student learning, promotes and develops diverse learning styles, especially the learning style of autonomy, inquiry and cooperation, so that students become masters of learning. Students' subjective consciousness, initiative, independence and creativity are continuously developed to develop students' innovative consciousness and practical ability. Teachers should base themselves on and cultivate students' independence and autonomy in experiential teaching, guide them to question, investigate and explore, learn to practice middle school, and gradually form a learning strategy suitable for themselves in cooperative middle schools.