First, the concept of logical thinking
Logical thinking uses judgment, definition and reasoning to reflect the objective world from the perceptual level. In terms of types, logical thinking is mainly divided into two categories. One is empirical, that is, the ability to infer from actual behavior. For example, many factory workers have been engaged in an activity for a long time, and they work by experience; Second, it is theoretical, based on knowledge, and carries out scientific judgment and reasoning. Many scientists think so.
Second, the importance of improving junior high school students' logical thinking ability
Most junior middle school students are at 1 1- 17, and their brains are in a stage of rapid development. At this time, their way of thinking also needs guidance, and a large number of scholars' research shows that if they can stimulate and cultivate their logical thinking ability during this learning period, it will be of great help to their future study, improve their comprehensive quality and promote comprehensive and balanced development. Physics itself contains a lot of logical reasoning knowledge, and many theories are derived through reasoning. If students can be guided correctly and their thinking mode can be exercised in this course, their judgment and reasoning ability will be greatly improved.
Cultivating junior high school students' logical thinking ability is not only helpful for them to learn other subjects, but also very beneficial to the study of physics itself. Logical thinking has a positive impact on students' study, life and work. Cultivating students' thinking mode should be one of the teaching objectives of junior high school physics teaching, which is a long-term work. We should constantly explore and accumulate good teaching experience in teaching.
Third, the methods of guiding students' logical thinking in junior high school physics teaching
Physics teachers should actively prepare teaching contents, master the guiding method of logical thinking, give full play to students' main role, pay attention to the combination of practice in curriculum design, let students think actively, create a good atmosphere of teacher-student interaction, and promote students' digestion and absorption of knowledge.
1. The characteristics of logical thinking. Logical thinking, also known as abstract thinking, is based on the thinking process of comparison, analysis, synthesis, generalization and image, and achieves the purpose of reasoning from the outside to the inside, thus discovering the essence of things. There are two main characteristics. The first is the characteristics of judgment, that is, judging things and analyzing true and false; The second is the characteristics of reasoning. If the premise is true, the conclusion must be true, which is inevitable reasoning. The premise is true and the conclusion is not necessarily true, which is probabilistic reasoning.
2. The guiding method of logical thinking. Logical thinking is a way of thinking. Since it is a method, it also has its own laws, which are essentially different from imaginative thinking. Therefore, the guidance of physics teachers is needed to help students master the correct methods and help them establish a conceptual framework, so as to make inferences and judgments and get correct results. For example, when teaching force arm and resistance arm, teachers should first make clear two concepts, namely lever and torque. Lever is easy to understand and it is not difficult for students to master. However, the concept of moment is quite abstract. It is difficult for students to imagine what an arm is without guidance. At this point, the teacher should explain to the students what torque is, that is, a special lever based on lever. Students have an impression in their minds, and understand the knowledge points related to torque through leverage, so that the torque has a sense of reality similar to the real thing. In order to learn physiology and make these concepts clear, students can give full play to their reasoning ability and master relevant knowledge when teaching arm of strength and arm of resistance. By allowing them to participate in the classroom, actively think and discuss, let them realize that high torque can get twice the result with half the effort, otherwise it will get twice the result with half the effort, so that students can have a deeper understanding of knowledge and will firmly remember the relevance of these knowledge points.
Fourthly, the method of infiltrating logical thinking in junior high school physics teaching.
Physics teachers should not only master the guiding method of logical thinking mode, but also know how to spread students' thinking and let them think more deeply. Scientific exploration is very wonderful. Teachers should guide them to see lines, planes and bodies, and constantly follow scientists' research conclusions to explore the essence behind phenomena.
1. The significance of the diffusion of logical thinking. According to physics, diffusion is a phenomenon that different kinds of substances enter each other during contact and collision. Diffusion is widely used in practice. For example, if you drop ink into water, you can see that ink and water slowly diffuse and merge together. The diffusion of logical thinking is similar, that is, from point to surface, the mastery of physical knowledge is divided into chapters.
2. The diffusion method of logical thinking. The knowledge of junior high school physics comes from life and serves life. Physics teachers should expand students' thinking and stimulate students' initiative and creativity in teaching by combining with reality. Besides teaching them the necessary basic knowledge in textbooks, we should also pay attention to the application of knowledge in daily life. When students learn how to use logical thinking, they will think deeply, from phenomenon reasoning to the essence of things, from one point to one side. For example, the teacher can explain the power arm and the resistance arm to students, and can provide them with some graphics or objects, so that they can analyze and judge which are power levers and which are resistance levers. You can also ask them to point out which actions are more labor-saving and which actions are more laborious in practice. Another example is a piece of paper falling from the sky. Even if there is no wind, there will be different curves when the paper falls, so that students can actively think about the reasons. Finally, it is explained that the paper is mainly caused by uneven stress on different surfaces of the paper, which makes the paper turn over and twist when it falls. By combining practice in this way, students can learn to associate, learn to draw inferences when encountering problems, stimulate students' enthusiasm for learning and thinking, let students actively participate in the classroom, improve teaching efficiency and promote the mastery of knowledge.
Cultivating students' logical thinking ability in junior high school physics teaching is closely related to teachers. Under the background of new curriculum reform, teachers should actively study the curriculum, really put students in the main position, let students participate in the classroom, give full play to the practicality of physics teaching, stimulate students to think positively and master the correct way of thinking. Of course, teachers also need to constantly improve their self-teaching level, accumulate teaching experience, guide students to reason scientifically, and achieve the goal of improving students' thinking ability.