High school students will be under pressure from all sides in their study, which will keep them in a state of tension and have a certain impact on the learning effect. Therefore, physics teachers should fully combine the knowledge in physics with students' interests, help students study in a relaxed state, and activate their enthusiasm for learning physics.

In this era of rapid development, people's thoughts should keep pace with the times, especially in education. Because the traditional teaching methods can't adapt to the development direction of today's times, China actively promotes education reform and advocates quality education, which has played a positive role in cultivating students' innovative ability and personalized development. Quality education should not only pay attention to students' comprehensive practical ability.

Keywords: senior high school physics; Teaching; Emotional attitude

First, the reasons for neglecting students' emotional attitude and values education in senior high school physics teaching

1. Under the pressure of further studies,

There is an increasing demand for knowledge in today's society. In order to enter a higher and better institution of higher learning, examination results are a very important consideration, especially in the college entrance examination for senior high school students. Some schools and teachers regard the enrollment rate as the top priority of their work. Because many knowledge points in physics are abstract, physics teachers have no time and energy to spend on cultivating students' emotional attitudes and values. Usually the physics teacher simply omits this process. This leads to many students' extreme lack of courage and confidence in the face of difficulties from study or life, and even lack of courage to actively take corresponding responsibilities, which is very unfavorable for students' growth.

2. The physics teacher himself didn't tap the subject resources.

The knowledge of physics in senior high school is abstract, but it is widely used in people's daily life. Physics teachers did not give full play to the value of this course in real life, which led to students' feeling and experience of physics, and it was difficult to improve their physics scores. Therefore, through repeated teaching of physics knowledge points, students' performance in physics examination can be improved. In fact, physics teachers can use physical phenomena or an interesting physicist's story to stimulate students' curiosity and thirst for knowledge, thus improving students' interest in learning physics and realizing emotional education for students. However, many physics teachers simply give lectures in class without paying attention to the education of students' emotional attitudes and values, which makes students feel tired of learning.

Second, high school physics teaching methods to cultivate students' emotions, attitudes and values

1. Pay attention to students' life behavior and actively correct problems.

At present, there is a serious lack of cultivating students' emotional attitudes and values in physics teaching in senior high schools. Therefore, we can start with students' behaviors in daily life, and teachers can regulate students' behaviors at school by constantly correcting their bad behaviors. Such behavior correction can correct students' behaviors after teachers praise them, promote students to form correct value judgments and cultivate students' good behaviors, thus improving the level of physics teaching.

2. Guide students from the cognitive direction.

In high school physics teaching, teachers find that many students find physics difficult to learn. In fact, students have a conceptual misunderstanding of physics, which will reduce their enthusiasm for learning over time and affect their acceptance of physics knowledge and the quality of learning physics. Based on this, in the daily physics teaching in senior high schools, teachers should pay attention to the cultivation of students' cognitive attitude, change the misconception that senior high school students find physics difficult to learn, and help students actively rebuild their interest and confidence in physics learning.

3. Interest-oriented, to stimulate students' enthusiasm for learning physics.

High school students will be under pressure from all sides in their study, which will always make them in a state of tension in their study, which will have a certain impact on the learning effect. Therefore, physics teachers should fully combine the knowledge in physics with students' interests, help students study in a relaxed state, and activate their enthusiasm for learning physics. For example, when teaching curve motion, teachers should not only pay attention to the definition, conditions and characteristics of curve motion. In addition, the formulas v = v2x+v2éY and tan=vx/vy used in solving problems are further explained through practical problems. For example, students often encounter the problem of crossing the river by ferry, asking them to design the best way to cross the river in the shortest time and save energy. This example can be cited well to explain the formula of object motion. As soon as the students saw this problem, they immediately thought of using the connection between two points and the shortest line segment to solve the problem, but they didn't consider that in the water, the ship would be resisted by wind and current, which would affect the time for the ship to reach the other side, and it needed more strength to overcome the resistance and push the ship forward. Therefore, teachers should guide students to use the knowledge of motion synthesis to solve such problems.

4. Closely combine the students' life content.

There are many contents in the physics textbooks published by People's Education Press that are closely related to students' lives. Teachers can organize students to participate in activities, let them feel the fun of physics knowledge in life, let students feel the interest in physics knowledge subjectively, and urge them to take the initiative to enter the physics learning classroom. For example, take the experience of track and field athletes' speed changing with time as an example. The physics teacher can first arrange a group of students to actually take part in the 100-meter sprint on the runway, and then ask the students one by one how they feel, so that the students can understand the relationship between speed and time, and then arrange another group of students to take part in the middle and long-distance race, so that the students can actually feel that the speed will accelerate with time during the 100-meter sprint. Therefore, in long-distance running, athletes should control their speed from the beginning, not too fast, otherwise there will be no motivation to sprint later. Through this experience, students can feel the relationship between time and speed well, and at the same time, they can practice well in the school sports meeting. Teachers can encourage students to help athletes design different distances to better control the relationship between speed and distance, so as to better feel the relationship between physical knowledge and life, stimulate students' interest in learning and promote students' active learning.

5. Contact the development of social science

Physical knowledge plays a great role in promoting the continuous progress and development of society. For example, the world's first industrial revolution, which began in Britain, began with the improvement of the steam engine by the Englishman Watt. Watt is paying close attention to a small detail in his life, that is, the steam generated by boiling water uncovered the lid, which aroused Watt's interest. Finally, he applied the knowledge of mechanics and heat in physics to build the world's first steam engine. This led to the first industrial revolution in human history, and produced a series of steam-powered machines such as locomotives and steamboats, which brought great convenience to people's production and life. These scientific developments in history can make students understand the development of human industrial revolution well, and at the same time let them feel the great role that physics has brought to life and production, so as to promote students to study physics more independently and establish the lofty belief of benefiting society with what they have learned.

Secondly, physicists have many interesting stories when they are carrying out inquiry activities, such as? Gravity? The discovery of this law is that when Newton was reading under the apple tree, he found that the apple fell from the book. He wondered: Why didn't the apple fall into the air? When he actively explored the mystery, he didn't give up despite numerous failures. Finally, he discovered the law of universal gravitation. There are many similar examples in physics, which require senior high school physics teachers to dig deep into the value of textbooks and actively input these stories of climbing scientific peaks to students in class, which is of great help to students in forming accurate values and good emotional attitudes. Students can be infected by these rigorous and persistent scientific attitudes in the process of learning physics, so that when faced with difficulties in study or life, students will also use these qualities in their own process of actively solving problems, overcome all difficulties, and constantly achieve higher achievements in their studies.

In a word, high school is an important period to cultivate students' good emotional attitude and values. Schools, teachers and parents should not neglect the cultivation of these values. Specifically, in high school physics teaching, teachers should pay attention to students' behavior and cognitive style, correct students' shortcomings in time, help students develop good emotional attitudes and establish correct values. In teaching, senior high school physics teachers should learn to guide and cultivate students' interest in physics, deeply explore the various values of physics, so as to stimulate students to actively study physics and actively explore the mysteries of physics, thus cultivating students' good emotional attitudes and values in senior high school, so that students can not only improve their academic performance, but also greatly improve their learning ability.

References:

Cai Wenjing. An analysis of the influencing factors of the implementation of geography teaching objectives in senior high schools [J]. Education and Teaching Forum, 2014 (7):125-126.

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[3] Zhou Jidong. Inquiry Strategies of Emotional Education in Physics Teaching in Senior High School [J]. Success: Education, 20 13(24):52.

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