In the traditional physics teaching, most of them are receptive, teachers focus on teaching, and students are in a state of being listened to for a long time. Students' lack of experience and inquiry process makes them lack imagination and creativity, which leads to the phenomenon of "high scores and low abilities" for some students. With the deepening of curriculum reform, research-based learning has become a research topic for educators. Inquiry learning is a proactive way of learning. In inquiry learning, students independently discover problems through problem situations, and go through the process of inquiry through experimental investigation, information collection and processing, expression and communication, so as to acquire knowledge and ability, master problem-solving methods and gain emotional experience. Below, I will talk about some methods of understanding and applying inquiry learning in the teaching process.

First, introduce new class hours and use research-based learning.

Because students have received traditional education for a long time, most of them are passive learners, and they use inquiry methods directly in the teaching process, it is difficult for students to adapt to the new requirements quickly, let alone actively participate in the classroom. Therefore, it is particularly important to grasp the classroom lead-in, create an atmosphere, set suspense and stimulate students' questioning and thinking. This requires the introduction of new courses in various forms, such as storytelling, small experiments, strange phenomena and so on to attract students' attention. For example, when learning "rheostat", first show the dimming desk lamp and radio, and then turn the dimming knob and volume knob. Then use the sliding rheostat and the circuit to adjust the brightness change of the bulb through the circuit, so that students naturally think that the knob and the sliding rheostat have the same function, which causes the desire to guess and explore. For another example, when learning the atmospheric pressure section, you can first demonstrate the experiment of "swallowing balloons", so that students can find problems by observing themselves, guess the answers to the questions, and then explore.

Second, the application of inquiry learning in concept teaching

Traditional teaching methods only tell students concepts, and students simply don't understand the origin of these concepts. Because they don't understand, some students remember the concept, but they can't do it when they do the problem. Based on this situation, in concept teaching, by making students think, the concept to be learned is finally deduced. For example, when studying "specific heat capacity", I first asked the following question: (1) After the same substance absorbs (or releases) the same heat, does the temperature rise (or fall) the same? (2) Are different substances at the same temperature the same after absorbing (or releasing) the same heat? (3) How to design an experiment to confirm my guess? (4) How to make two substances absorb the same amount of heat? After solving these problems, the students designed their own hands-on experiments and came to the conclusion that the temperature rise was different. Let students think about this point further, explain that different substances have certain characteristics, and then lead to the concept of "specific heat capacity". Through such study, students have deepened their understanding of this concept. It is much better to let students know the ins and outs of this concept than to introduce it directly and let students accept it rigidly.

Third, the application of inquiry learning in experimental teaching

Inquiry learning is more obvious in experimental teaching. In the teaching process, students are required to guess the hypothesis independently. Under the guidance of the teacher, design the experiment and experimental platform, and finally the students summarize themselves. In this way, students' enthusiasm is greatly improved, and even some underachievers are willing to take the initiative to participate. Students who are usually active and have moderate grades are particularly outstanding at this time. For example, when studying the factors that affect resistance, I put forward the following questions in turn: (1) What are the factors that affect resistance? (2) What research methods should be adopted for various factors? (3) What equipment should I choose to verify my guess? Finally, through the experiment, the students came to their own conclusions. The conclusion drawn in this way is memorable to students, and because they have experienced this process personally, they have a sense of accomplishment and enhanced their interest in learning.

Fourthly, the characteristics of physics classroom adapting to inquiry teaching.

Physics is an experimental science, and many concepts and laws are based on perceptual knowledge in life and production practice, which is a summary of a large number of scientific practices. Observation and experiment are the most basic methods to learn physics. Generally speaking, middle school physics knowledge mainly includes physical facts, physical concepts and physical laws. In physics teaching, we should pay attention to let students clearly understand physical phenomena, understand physical facts and establish physical images through observation and experiments, and then form concepts through abstraction, generalization, analysis and induction, find out laws, and connect concepts, laws and images to understand their physical meanings. Doing so can not only deepen understanding and avoid mechanical memory, but also help to form structured knowledge, which is conducive to the application and migration of knowledge. It can be said that the process of mastering physical knowledge is also the process of exploring physical knowledge.

In recent years, in the wave of physics teaching reform, more and more physics teachers have realized the importance of physics experiment teaching. This is not only the need to impart knowledge to students, but also the need to cultivate students' ability and good moral quality and promote the formation of a scientific world outlook. The current physics textbook not only arranges 12 1 "demonstration experiment" and students' observation requirements of daily life phenomena, but also arranges 19 students' hands-on experiments under the existing experimental equipment, in addition to 40 extracurricular small experiments or small productions. It should be said that as long as we follow the requirements, it plays an extremely important role in cultivating students' spirit of loving science and seeking truth from facts and forming good habits of being good at observation and diligent in thinking. The key is how to implement effective methods, which requires us to learn from others and use inquiry teaching methods appropriately to improve the teaching effect.

Fifthly, the application of inquiry learning in theoretical teaching.

Theoretical teaching also adopts the way of inquiry. This kind of inquiry activity is very similar to most inquiry activities in mathematics class. By asking questions, constructing hypotheses, testing hypotheses and drawing conclusions. In the process of learning, students are always in the process of independent inquiry and positive thinking. For example, when studying the relationship between total resistance and voltage dividing resistance after two resistors are connected in parallel, you can ask questions first. What is the relationship between the total resistance of two resistors in parallel and the size of each sub-resistance? Is the total resistance big, or are the two local resistances big? Under the guidance of the teacher, students establish their own assumptions through mutual discussion. The test hypothesis is put forward, as long as the relationship between the total resistance and the two partial resistances of the parallel circuit can be deduced, the problem will be solved. Under the guidance of the teacher, the students reasoned and finally came to a conclusion. In this way, students will no longer find theoretical derivation boring.

Because of the differences in students' thinking, many students may read the book when guessing, which may not fully achieve the expected teaching effect. Furthermore, due to the time limit, we can't test every conjecture, but I don't think it will affect the charm of inquiry learning at all. Through the implementation of inquiry learning in the teaching process, students' learning enthusiasm is fully mobilized, the classroom becomes active, and students' ability to analyze and solve problems is improved.

Of course, the application of inquiry learning in teaching is a long-term process, in which I just took the first step. In the future, in the spring of education reform and the tide of curriculum reform, I will continue to seek ways and means of inquiry learning, so that students can enjoy learning and take the initiative to learn, so that they can fully experience the hardships of scientific research and the joy of scientific discovery.