No matter in study or work, everyone will often come into contact with papers, which are articles to discuss or study a certain problem. How to write a thoughtful and literary paper? The following is my collection of papers on the current physics teaching reform in middle schools, hoping to help you.
With the advancement of the new physics curriculum, the traditional physics education concepts and methods can no longer guide the practice of physics education in middle schools. We must carry out corresponding reform and innovation on the basis of traditional physics education ideas and methods (that is, the physics teaching reform mentioned by the author), so that the new round of physics curriculum reform can achieve ideal education and teaching results. Obviously, the current physics textbook is undoubtedly a valuable step to build a new textbook system and new textbook concept, but it can be clearly said that having a new textbook does not mean having a new curriculum, let alone having a new curriculum teaching. In a certain sense, if the teaching does not change, it will inevitably lead to the misunderstanding of "teaching new textbooks" in the new curriculum reform. Therefore, how to use new textbooks for teaching has become a key link to promote the current curriculum reform and development.
1. The core of the reform of physics education is the renewal of the concept of physics education, that is, the change from exam-oriented to student-oriented, so that life is in front of us.
Physics has its particularity. The purpose of physics curriculum reform is to better cultivate students' innovative ability and spirit, which requires us physics educators to re-examine the past physics education thoughts according to the long-term needs of social development and the new requirements of physics curriculum reform, aiming at improving students' basic quality in an all-round way, paying attention to cultivating students' thinking ability and innovative ability, and more importantly, internalizing students' innovative consciousness and innovative spirit. Therefore, to update the concept of physics education, we should do the following:
First of all, physics education should be based on cultivating and developing students' practical ability and innovative spirit, and take physical thinking ability as the core of physical subject ability. Therefore, after the reform of physics curriculum, we should change the education mode of imparting knowledge into the education mode of developing thinking.
Secondly, physics education and teaching activities mainly focus on students' understanding of physical phenomena and exploration of physical principles. After the reform of physics curriculum, more attention is paid to cultivating students to master the specific methods of exploring physics, especially to cultivating students' practical ability through various physical experiments.
Thirdly, after the reform of physics curriculum, physics education should pay more attention to students' thinking activities when learning physics, especially to stimulate their consciousness and independence in learning physics, develop their creative thinking ability and cultivate their three-dimensional thinking when learning physics.
The renewal of physics education concept is the core of physics education reform. Under the background of the new round of physics curriculum reform, talking about physics education reform without updating the original physics education concept is tantamount to scratching the itch and treating the symptoms rather than the root cause. Therefore, updating the original concept of physics education and implementing innovative physics education are the first step and the core link of physics education reform.
Second, the key to the reform of physics teaching is the innovation of physics teaching methods, that is, from imparting knowledge to discussing problems, and paying attention to the cultivation of students' physical thinking.
The renewal of the concept of physics education is embodied in the concrete physics teaching practice, that is, the innovation of physics teaching methods, which is the main task to be solved after the physics curriculum reform. Therefore, the innovation of physics teaching methods after the reform of physics curriculum is also timely and necessary. First, we should focus on physical problems. The real meaning of physics teaching is to let students discover, discuss, study and solve problems. Therefore, all physics teaching methods should be designed for discussing problems, and students should be given the opportunity to understand the cause and effect of physical phenomena and let them explore in depth.
Second, we should aim at cultivating students' physical thinking. Physics learning should be a process of stimulating students' thinking. No matter from which point of view, physics itself and physics discipline are not limited to a rigid model. People's correct understanding of physics needs divergent and three-dimensional thinking, a broad, comprehensive and objective dialectical vision, especially the thinking of physical causality, which is a test of people's thinking level. Therefore, any teaching method should focus on activating, mobilizing and inspiring students' thinking, thus promoting students' positive physical thinking.
Third, it should be in the form of students' active participation. Only by involving students in physics teaching activities can students be active in thinking, feel frustration and success through teaching activities, improve their creativity, communicate with teachers and classmates, and establish close cooperative relations. Therefore, the design and application of teaching methods focus on mobilizing students to actively participate in teaching activities and completely changing students' passive learning.
Fourth, teachers' guidance should be used as a means. In physics teaching, the dominant position of teachers and students cannot be reversed. Teachers, like directors, should guide, organize and control teaching, diagnose teaching at any time and adjust teaching activities. After the reform of physics curriculum, teachers should put themselves in a correct position and play a leading role in teaching activities.
After the reform of physics curriculum, we should pay special attention to the research of students' learning physics methods, pay attention to students' learning and development, and strive to make students improve their innovative ability and spirit through physics teaching.
The reform of physics education is a systematic project, and the reform of physics curriculum and physics teaching are only two links. The initial achievement of physics curriculum reform can only be the first step of physics education reform, which only shows that our teachers and students have a set of scientific physics textbooks with distinctive characteristics of the times. If physics teaching reform does not keep up with it, it will inevitably lead to the disconnection between physics curriculum reform and physics teaching reform. Therefore, the physics teaching reform behind the physics curriculum reform should not be forgotten, let alone lost. Under the background of the new round of middle school curriculum reform, it is necessary to deepen and strengthen the reform of physics teaching and implement innovative physics teaching.
At present, physics teaching reform in middle schools. First, we should pay attention to safety first when doing experiments.
Whether conducting demonstration experiments in the classroom or operating experiments in the laboratory; Whether it is an experiment in the classroom or an experiment conducted independently by students outside the school, teachers and students should first establish a sense of safety. When designing experiments, teachers and students should first consider the safety of all aspects of experiments (including the safety of experimental supplies) to ensure the personal safety of experimenters. For example, electricity, some students are particularly curious. Without dry batteries, a person tries to use 220V household electricity in series or in parallel without the help of his parents, and some of the appliances used are even high-powered, which is easy to cause electric shock. Therefore, teachers should carry out necessary safety education for students' independent experiments.
Second, the demonstration experiment should be fully prepared and skillfully operated.
Demonstration experiment is an indispensable part of classroom experiment in physics teaching, and it is also a teaching method. Demonstration experiment means that teachers demonstrate in class for students to observe, and teachers should guide students to think and analyze experimental phenomena while observing. In order to make the demonstration experiment achieve the expected effect and proceed smoothly, teachers must make full preparations before the demonstration and prepare all the instruments and materials used in the experiment. In order to avoid accidents, teachers should prepare more fragile instruments and materials to avoid being in a hurry during the demonstration. Teachers should not think that they can operate just because they have seen other people's demonstrations before, or have done them before and neglected them. Students should not only observe the experimental process, but also guide them to summarize the experimental results, so as to achieve the perfect combination of teaching content, teaching purpose and teaching effect. Teachers should repeat the operation before class until they are proficient, and at the same time, they should consider all kinds of situations that may occur during the demonstration and analyze and explain the students.
Third, pay attention to the scientific process of experimental inquiry.
Every chapter of physics textbook has an inquiry activity. Teachers can guide students to explore in groups in class, or let students explore independently in the laboratory. The standard clearly lists 20 experimental items that must be done in junior high school physics for two years. Whether measuring the mass of an object with a balance or exploring the reflection law of light, we should strictly follow the scientific steps of the experiment, and we can't do whatever we want. First of all, teachers and students should cooperate or put forward the problems to be solved in the experiment separately, so that students can make bold guesses and assumptions and encourage them to think from multiple angles. Next, design the experiment, imagine what may happen during the experiment, and when the theory is ready, start the experiment with the necessary instruments and materials. Observe carefully during the experiment and make observation records. After the experiment, we should analyze and demonstrate the experimental data. Then teachers and students jointly evaluate the reliability of the experiment, the accuracy of the data and the scientific nature of the experimental process. Finally, teachers and students exchange experimental results and write experimental reports. In addition, teachers should not follow the experimental steps step by step, but let students boldly try different experimental methods to stimulate and cultivate students' innovative consciousness and spirit.
Fourth, encourage students to experiment independently.
It is clearly pointed out in the standard that students should have preliminary experimental operation skills, be able to use simple experimental instruments, measure some basic physical quantities, know simple data recording and processing methods, describe experimental results with simple charts and write simple experimental reports. This is the basic requirement for students' experiments. Teachers should not neglect the experimental teaching of junior high school physics because they are at school, or mistakenly think that experiments are not important. Some teachers "prohibit" students from doing experiments because they are afraid of safety problems in their own experiments, some teachers think that experiments are time-consuming and laborious, and some teachers think that the experimental questions in the examination questions can be solved by making students remember the name, function, usage and experimental observation of experimental instruments. As we all know, it is better to pass it through the eyes a thousand times than through the hands, especially in experiments. If students are not allowed to experiment independently, they will lose their interest in learning and stifle their innovative consciousness and practical ability, which is not conducive to the cultivation of students' ability under the new curriculum standard. Teachers should be good at guiding and encouraging in time. At first, let students experiment under the guidance, and then let them experiment independently, which not only stimulates students' interest in learning physics, but also cultivates their consciousness and spirit of cooperation and innovation to a great extent, providing conditions for their future development and laying a solid foundation.
In a word, experimental teaching plays an extremely important role in compulsory education, especially in schools, which teachers should attach great importance to. Whether in the classroom, in the laboratory, at school or at home, teachers and students should take safety as the premise. Before the experiment, teachers should make full preparations until they are proficient in operation; During the experiment, teachers and students should strictly follow their own scientific steps and should not do whatever they want. Teachers should guide students to observe more, do more experiments, stimulate and cultivate their interest, cultivate scientific spirit and consciousness, cultivate teamwork consciousness, and improve their experimental operation ability, so as to improve the teaching quality of school physics experiments and lay a good foundation for students' future study and all-round development.
Current Middle School Physics Teaching Reform Paper 3 Abstract: "Middle School Physics Teaching Method" is a basic teaching method that middle school physics teachers must master, mainly to help teachers understand the teaching objectives and teaching tasks of middle school physics, master the basic theoretical knowledge and basic teaching skills of middle school physics teaching, and enable middle school teachers to achieve more efficient physics teaching in the teaching process. However, there are still some problems in middle school physics teaching methods, which lead to students' lack of interest in physics learning and low learning efficiency. This paper analyzes the problems existing in middle school physics teaching method course from three aspects: students' status, teaching content and teaching methods, and puts forward corresponding reform measures.
Key words: middle school physics teaching method; Curriculum reform; Thinking; practice
The middle school physics teaching method is a teaching method combining theory with practice, which is of great guiding significance to the theoretical teaching and experimental research in the middle school physics teaching process. The implementation of the new curriculum standard puts forward higher requirements for middle school physics teachers. In the teaching process, we should not only guide students to learn and master physical knowledge and experimental skills, but also meet the requirements of the new educational concept, cultivate students' comprehensive ability and promote their all-round development. The reform and optimization of middle school physics teaching method course will help to improve the teaching ability of middle school physics teachers and make them adapt to the requirements of quality education, thus cultivating high-quality talents for social development.
Firstly, it analyzes the current situation of curriculum reform of physics teaching method in middle schools.
1. Students lack innovative consciousness and experimental experience.
Although China is vigorously promoting the new curriculum reform, it cannot be achieved overnight. At present, students are more or less influenced by the traditional exam-oriented education mode, and their thinking mode and innovative consciousness are limited to some extent. They lack the habit of inquiry learning and the spirit of questioning in physics learning, regard the knowledge in books and the opinions put forward by teachers as truth, and lack the process of thinking for themselves, which leads to the stagnation of physics learning. Moreover, at present, most middle school physics teaching focuses on theoretical learning, but it is obviously insufficient in physics experiment teaching. Students lack experimental tests when learning physics theory, which makes it more difficult for them to understand physics principles and have a weak grasp of knowledge.
2. The teaching content is outdated and it is difficult to meet the needs of contemporary education.
With the vigorous implementation of China's educational reform, the concept of education is constantly updated, and the content of physics teaching method in middle schools is relatively old, which is difficult to meet the educational needs of the new era. For example, the new curriculum reform standard emphasizes that students are the main body and teachers are the dominant, while the content of teaching methods is mainly how teachers teach, lacking the content of how to guide students to learn independently, and students' dominant position has not been put in place; The teaching content is mostly subject knowledge, lacking the guidance of teaching ideas and educational concepts, which leads to the disconnection between middle school physics teaching methods and current educational concepts; In terms of teaching content, most of the teaching evaluation is based on academic examinations, lacking diversified evaluation methods and the concept of promoting development through evaluation.
3. The teaching method is single and the teaching effect is not good.
In the middle school physics teaching method, although there are teaching cases to show, on the whole, the teaching method is mainly based on teachers' speaking and students' listening. Under this teaching method, students lack the space for independent thinking and the opportunity to exchange ideas, and this single teaching method is difficult to stimulate students' interest in learning, and students are prone to be tired of learning, which makes physics teaching fall into a "time-consuming and inefficient" situation.
Second, the specific measures for the curriculum reform of middle school physics teaching methods
1, change the curriculum and cultivate students' innovative consciousness and practical ability.
The content of middle school physics teaching method course is becoming more and more complicated, and most of the content focuses on theoretical knowledge, lacking the content of cultivating practical operation skills. This relatively old teaching content is difficult for middle school physics teachers to meet the requirements of the new curriculum standard, and it can't improve the teaching effect of middle school physics classroom.
2, update the teaching content to meet the requirements of quality education.
In order to improve the effect of physics teaching, it is necessary to update the course content of physics teaching method in middle schools according to the current educational priorities and needs. First of all, the most basic point is to increase the content of current teaching concepts and educational ideas. Teachers should keep up with the pace of quality education and constantly update their teaching concepts in order to cultivate high-quality talents to meet the needs of social development. For example, in the teaching process, it is necessary to ensure that students' dominant position remains unchanged, always remember that promoting students' development is the primary purpose, and everything starts from meeting students' development needs and being a teacher who really cares for students; In physics teaching, we should increase the concept of "establishing science education" and cultivate the concept of science education instead of subject education. The goal of physics teaching is not only to impart knowledge to students, but more importantly, to let students learn scientific learning methods, cultivate their scientific spirit and improve their scientific literacy. For example, when studying the chapter "Electricity and Magnetism", we should not only teach the relevant knowledge in books, but also teach students to observe life, discover the application of electricity and magnetism from life, and guide them to think about how this is realized, such as the application of maglev train. Secondly, we should pay attention to the combination of theory and experiment. The study of physics is not only the study of physical principles, but also the cultivation of students' operational skills by physical experiments, so the proportion of experimental teaching should be increased in the teaching content [2], such as the experimental teaching skills related to "vaporization and liquefaction" and "series and parallel connection". Teachers should first be familiar with all kinds of experimental operation skills in middle school physics textbooks, so as to better guide students to carry out physics experiments and help students deepen their understanding and application of knowledge.
3. Enrich teaching methods and improve teaching effect.
Traditional teaching methods inhibit the development of students' thinking, which is not conducive to cultivating students' innovative consciousness and practical ability. In order to improve the teaching effect, it is necessary to reform the single teaching method, enrich its forms and promote the all-round development of students. Therefore, diversified teaching methods should be set up in the middle school physics teaching method course. For example, increase the content of discussing "scientific inquiry" activities. As a new physics teaching method, "scientific inquiry" is of great significance to improve the teaching effect of middle school physics. Teachers organize students to carry out "scientific inquiry" activities in physics teaching, which can provide students with opportunities to express their views freely and encourage students to actively think and solve problems. For example, when studying the chapter "Light Phenomenon", the teacher can organize students to discuss the light phenomenon in life, such as how the solar eclipse is formed. At the same time, the content of multimedia teaching can also be increased. Nowadays, in the information age, the application of information technology is also indispensable in the teaching process. Teachers should be good at applying multimedia technology in physics teaching, and show complicated physics principles to students in an easy-to-understand way, which not only accelerates students' understanding of knowledge, but also increases students' interest in learning physics. For example, when studying the chapter "Buoyancy", they can dynamically show the ups and downs of objects and the situation in different States through videos. Through the reform, teachers can master diversified teaching forms, so as to better improve the teaching effect of middle schools and promote the development of students' abilities in all aspects.
Third, summary.
The implementation of the new curriculum poses a new challenge to middle school physics teachers. Physics teachers should not only impart knowledge to students, but also thoroughly implement new educational concepts, cultivate students' innovative consciousness and practical ability, and promote their all-round development. Therefore, middle school physics teachers should constantly learn new teaching concepts and methods to meet the requirements of current quality education. Aiming at the problems existing in the curriculum reform of middle school physics teaching method, this paper puts forward concrete measures for the reform from three aspects: curriculum setting, teaching content and teaching methods, hoping to help improve the teaching effect of middle school physics teaching method.
Author: Yang Japanese army
References:
[1] Chang Wendong. On the experimental course reform of physics teaching method in middle school [J]. Business situation. 20 13 (23): 290-290.
[2] Xie Feng, Ni Min. Practical Research on Curriculum Reform of Physics Teaching Theory in Middle School [J]. Physical Bulletin.2015 (08):12-13.
Paper 4 1 on current physics teaching reform in middle schools. Thoughts on promoting the reform of experimental teaching
1, top-level design, policy, and ensuring experimental teaching funds.
The author suggests that the top-level educational equipment department design policies to ensure the full investment of experimental teaching funds; Guide local governments to introduce advanced educational equipment, clearly stipulate that experimental teaching should be used as the basis for assessing schools, incorporate students' experimental test scores into entrance examination scores, clearly stipulate the name, establishment and workload standards of experimental teachers in schools, and clearly stipulate that experimental teachers should be evaluated and hired separately and regularly trained, studied and tested; Clearly stipulate the use of laboratories and the opening of experimental courses, and include experimental examinations in the scope of entrance examinations.
2. Change ideas, attach importance to management, and strengthen the construction of experimental teachers.
First, it is necessary to strengthen the regular training of professional experimental teachers, raise the training of experimental teachers to the level of "National Innovative Talents Training Project", let experimental teachers visit and study in a planned way, conduct long-term or short-term training, and organize learning from the good experience of laboratory construction and management. Pay attention to the internal communication and learning among experimental teachers, find out the problems in teaching, constantly update the experimental teaching methods, find out the problems in the teaching process, and constantly improve their professional quality. The second is to effectively establish an incentive mechanism. Ensure the workload evaluation and related professional titles evaluation, timely reward and commend those who have outstanding performance and innovative spirit in experimental teaching, and give reasonable evaluation and full affirmation to the work of laboratory management teachers. The third is to effectively establish a supervision mechanism. We should strengthen the supervision of experimental teaching, at the same time strengthen the daily inspection and evaluation of experimental teaching and laboratory work, and comprehensively and scientifically evaluate the work of experimental teachers. For experimental teachers, it is necessary to survive the fittest and promote the construction of experimental teachers.
3. Optimize the experimental teaching mode and cultivate students' experimental operation ability and innovative spirit.
At present, most schools adopt imitation in experimental teaching, that is, simply consolidating knowledge and learning skills, which is not conducive to cultivating students' independence, subjectivity and creativity. We must reform and improve the existing experimental teaching mode and realize the following changes. First of all, let students actively participate in the experiment and give full play to students' main role in teaching. Let students participate in the preparation and planning of experiments, deepen their understanding of the experimental process, experimental phenomena and results, and make students change from "I want to do experiments" to "I want to do experiments", and their abilities are fully developed. Second, we should not only pay attention to the experimental results, but also pay attention to the experimental process. In the process of experiment, the combination of hand and brain can help students master knowledge, methods and skills, and at the same time cultivate students' attitude, consciousness and ability, so that students can obtain comprehensive and coordinated development. Third, teachers should change from supervisors to guides. Teachers should guide students to experiment and answer the puzzles encountered in the experiment, instead of just supervising whether students speak, operate according to the prescribed steps, damage things, etc. Fourthly, using advanced technology and equipment to improve experimental teaching, broaden students' horizons and cultivate students to adapt to the requirements of the information age.
Two. conclusion
In short, with the in-depth development of teaching reform, as long as the measures of physics experiment teaching reform are conscientiously implemented, and through the joint efforts of school leaders at all levels, educational and scientific researchers and the majority of physics teachers, the reform of physics experiment teaching in middle schools will surely make great strides, the present situation of experiment teaching will certainly be greatly improved, and experiment teaching will surely achieve a new leap.
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