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Experience in physics teaching in 2019

The direction of physics curriculum reform and reform is "from life to physics, from physics to society". Below I will teach my work in 2019 to talk about my own views:
First, the teacher must control the overall situation.
Although it is an exploratory open physics class, it is a class that returns the initiative to the students, but it should also be an orderly classroom teaching, rather than a messy class. The classroom discipline cannot be controlled, and the students are all different. A market.
The self-control ability of middle school students is very weak. Now I have to show him a lot of time, tell him, and do it for him. If you can't hold the class as a class teacher, not only does this class have no effect, but it also gives them the feeling that they can play on the physics class, that is, they can gossip, that they can open the gap, that is, they can make a fuss. This is going further and further with our goals. Our goal is simply to let them learn easily and mobilize their enthusiasm, let them learn knowledge, develop their abilities, and understand society.
Secondly, the teacher should return the right to ask questions to the students. The most traditional way of teaching is to teach the teacher a lesson. The students only passively accept it below; afterwards, they changed a lot and became teachers to teach with questions and heuristics. The students finally have the opportunity to speak; the current curriculum reform is a step further, allowing students to ask their own questions and find solutions.
Einstein said that asking questions is sometimes more important than solving them. If you ask someone else's question, you may not be interested in "helping him" to solve it, but if it is your own question, you will definitely be interested, and you will find ways to solve it. People are like this in life, learning knowledge. Also like this.
I think that physics class should encourage them to ask questions, all kinds of strange nature problems, problems in life production, and the same is true in class. There are related questions they want to know, let them put them up, not me. mention. Of course, accordingly, teachers must read more books and learn more about relevant knowledge in order to establish themselves in an "invincible position" and at the same time make them convinced by the charm of your knowledge.
Third, once again, the teacher should dare to return the right to solve the problem to the students. Now it is an information age. The way to get information is varied. A modern person does not see who remembers much knowledge. After all, only one can remember. A small part, but who can collect the most useful knowledge in the shortest possible time. Some problems that they can solve on their own do not have to help them solve them, because they need more than just results, but processes. They can learn basic skills, basic hands-on skills, general problem-solving methods, experience the joy of this process, and feel the joy of success in the process of solving problems; this is far from even his future life. The big impact is especially important in cultivating his ability to solve problems independently at school. Don't be afraid of the bumps in their way, this is the exercise they need to grow up. Now that information is circulating quickly, they can find information in the library, they can also ask others, they can go online to find it, or they can solve related problems through experiments. The key is that he has learned something in it.
Experimenting is an important way to solve physical problems. The current physics textbook does not separate the demonstration experiment from the student experiment. The purpose is to let the students do more experiments as much as possible, instead of letting them watch the teacher do it on the stage. After all, what I have experienced is not the same as watching others. So if there are students asking questions, we can guide them and encourage them to get answers from them instead of giving them their answers directly. We can guide them to conduct experiments to test. And they are very happy, they can study the problem through experiments like a scientist, which greatly enhances their enthusiasm for learning physics.
Fourth, the teacher should dare to return the right to the conclusion to the students.
I have heard of such a thing. A representative of a national outstanding teacher introduced his experience to the capital when he went to the meeting and said, "I have taught very well. My success comes from my incompetent words and my chalk words are poorly written." . What is the matter? It turned out that because his ability to express is not strong, he said nothing about himself, and he tried to use the student's mouth to say it. The conclusions and conclusions are also the same. Everyone comes, and he just guides and corrects the wrong one; His chalk is not well written. He always asks the students to go out and write, so there is no certain pattern of the blackboard. As a result, the class he taught was surprisingly large.
Of course, the conclusions of the students themselves are recorded by themselves, and after their own revisions, how can they not be particularly profound? This also promotes their enthusiasm.
So don't think that you are a teacher. The conclusions below are clearer and more refined than they are. They should help them write experimental conclusions, let them write down your conclusions and go back to your conclusions. You should put aside this idea and let them go to the conclusions themselves, you only need to guide and correct. In a word, our physics teachers must be “tight and open” in the curriculum reform.

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