Human society has entered the high-tech information age, and the change and development of the times have higher requirements for talents. In addition to high-level knowledge and skills, it is more important to have rich and healthy emotions and sound personality. Therefore, in order to cultivate talents who meet the requirements of the times, the goal of "emotional attitude and values" cannot be ignored in classroom teaching. There are six descriptions of "emotional attitudes and values" in the new physics curriculum standards, such as cultivating curiosity and thirst for knowledge about nature and science, enthusiastically participating in scientific and technological activities, being brave in exploration, experiencing hardships and joys in exploration, being brave in upholding the truth, being brave in innovation and seeking truth from facts, being able to think independently, cooperating and sharing, etc. These are the basic qualities that students should have, and they are also the concrete content display of emotions, attitudes and values.
So, how to implement the goal of emotional education in physics teaching? The author thinks that experimental teaching is an important part of physics classroom teaching. Clever design of all aspects of classroom experimental teaching can play an important role in the real implementation of emotional education. Here are some teaching cases to talk about how the author creates an emotional atmosphere in physics experiment teaching:
First of all, create problem situations with experiments to cultivate students' curiosity and thirst for knowledge about science.
Hu Shi, a famous modern scholar, once emphasized: "Questions are the ancestors of knowledge and learning, and all knowledge is produced and condensed by answering questions." Problems are the driving force of learning and the starting point of thinking. Knowledge construction based on problem solving is an important feature of inquiry learning activities. And a good question situation is the best way to stimulate students' interest in learning. Physics has unique advantages in using experiments to create problem situations in teaching.
For example, in the introduction of the lesson "Total Reflection Phenomenon", the author designed such a student experiment and skillfully created a problem situation:
Put the test tube with a pencil into a beaker with clear water. As shown in the picture, put the beaker in a bright place and let the students observe the pencil in the test tube from different angles. Students found that when observing the test tube in water from some angles, the wall of the test tube was as bright as silver wire, but the pencil in the test tube was invisible. When the test tube is taken out of the water, the test tube is transparent and the pencil can be seen. Just when the students were puzzled, the author skillfully asked, "Why is the pen missing?" ? This interesting question pushes students' thirst for knowledge to a climax, and students can't wait for the answer and become active explorers. At this time, the author raised this question again: What phenomenon did the students observe? Why is this happening? What kind of phenomenon is it? This naturally leads to the topic of total reflection.
Another example is the introduction of centripetal force. The author took a cup full of water and asked the students, "If I put the cup down, will the water come out?" Hearing this question, the students have doubts: won't the water flow out? At this time, the author pretended to tremble and showed the students the experiment of "water meteor" The students were curious to find that although the mouth of the cup was facing down, the water didn't spill at all. "Who has the water?" This kind of posturing and deep questioning greatly stimulates students' interest in active learning, thus quickly entering the best learning state.
In this way, creating a good problem situation with experiments can stimulate students' thinking sparks, condense students' attention, stimulate students' thirst for knowledge and creativity, and generate a desire for active exploration, thus mobilizing students' learning enthusiasm to the maximum extent.
Second, design students' experiments in groups to cultivate team spirit.
Cooperative learning is a learning method advocated by the new curriculum standards. Group experiments are designed in experimental teaching to encourage students to coordinate and support each other, so as to improve the individual learning effect and achieve the purpose of cultivating the spirit of teamwork.
Teachers should pay attention to several points when designing grouping experiments:
(A) a reasonable grouping, a clear division of labor, enhance the sense of responsibility of partners.
The reasonable combination of cooperative learning group members is the premise of effective group cooperative learning. Teachers can reasonably group students according to their knowledge level, personal ability, personality characteristics and other factors, and set up group leaders with strong organizational skills. Teachers should also guide each group to carry out a clear division of labor, such as determining the organizers, operators of various projects, recorders, and spokespersons for sharing results, so that everyone has something to do and everyone has something to do. Of course, their roles are not necessarily fixed, and they can be rotated appropriately, so that team members have the opportunity to play different roles, create opportunities for students to try, and enhance the sense of responsibility of collaborators.
(B) increase the number of group experiments, so that students have more opportunities for cooperation.
Teachers should create as many opportunities as possible for group experiments in teaching. For example: Friction, a compulsory course of Guangdong Education Edition, 1, the new textbook does not arrange the inquiry experiment of sliding friction, but the author also designed simple and easy group experiments to enhance students' cooperation opportunities. In addition, there are many demonstration experiments, and students can be arranged to explore in groups if conditions permit. For example, the "Study on Free Falling Body with Point Timer" in the compulsory 1 of Guangdong Education Edition is an experiment that needs to be demonstrated. However, in order to increase students' hands-on experiment opportunities, students are required to preview the design experiment and then change to group experiments.
(C) timely evaluation, so that students learn to share and communicate.
Teachers should regularly evaluate the group's joint learning, not only aiming at the accuracy of experimental data, but also including the participation degree, unity and cooperation and task completion of each member of the group into the evaluation system to increase students' sense of cooperation. Teachers should pay more attention to and cultivate students' self-evaluation ability and mutual evaluation ability in teaching evaluation, and guide students to carry out activities such as group discussion, achievement sharing, experience exchange and mutual evaluation, so that students can understand the learning achievements of their own groups and know their successes and shortcomings in the process of cooperative learning.
Third, advocate the use of self-made teaching AIDS and low-cost experiments to cultivate students' enthusiasm for participating in scientific and technological activities.
The new curriculum standard advocates strengthening experimental teaching. It is worth paying attention to that while introducing advanced technical means, we should also advocate using self-made teaching AIDS and low-cost experiments to create vivid practical scenes, cultivate students' enthusiasm for participating in scientific and technological activities and dare to explore physical problems related to daily life.
In fact, the teaching AIDS and experiments that can be obtained at will are more intimate, attractive and participatory to students. The experiment itself is simple and clear, easy to highlight the essence of things, full of creative education factors; The experiment cost is low and easy to popularize. For example, when I was in Newton's third law of motion, I asked students to clap their right hands with their left hands and press the nib with their palms to feel the reaction. When taking part in the centrifugal phenomenon, demonstrate the "water meteor" with half a mineral water bottle, and ask students to shake the transparent adhesive tape to feel the centrifugal phenomenon when the adhesive force of the adhesive tape is not enough to provide centripetal force; When taking the law of free fall, let the students prepare themselves to explore coins and pieces of paper of the same size in free fall. When I was in gravity, I had a demonstration experiment called "measuring the center of gravity of an object by hanging method" The author changed it into a classroom experiment, requiring students to bring their own thin boards or thick papers or use books directly, as well as strings, and conduct experiments in groups during class. ...
Fourth, skillfully design small experiments in the classroom, so that students can experience success and happiness.
Students' experiments have always been an extremely weak link. The new curriculum standard advocates that teachers should actively develop experimental projects suitable for teaching, arrange enough experiments and demonstration experiments for students, so that students can actively participate, be diligent in thinking, exercise their frustration ability in exploration and experience the joy of success.
In addition to implementing and perfecting the experiments required in the textbook, we should collect more materials, use our brains, design some simple experiments in class, and create a dynamic classroom scene.
For example, in the lesson of friction, the experiment of exploring sliding friction arranged by the author for students requires two squares with the same specifications, and there are only a few sets of such equipment in the laboratory. How can I find an object that can be pulled with the same specification? Looking at the brand-new textbook in his hand, the author had a brainwave and thought: every student has the same book, plus a small clip, can't he pull it? Therefore, the author only needs to prepare a spring scale for each group of students, a small clip for the students themselves, and then use the physics textbook at hand, and this experiment can be easily completed. When designing this experiment, the author cleverly laid a foreshadowing, that is, let students do experiments on desks, and the books used for experiments should be large. Therefore, when using the spring scale to pull the book, some students pulled the book out of the desktop, and some sensitive students worried that the experiment would be affected, so they sent a distress signal to the teacher. At this time, the author put forward a question in time: "Is the friction force on an object related to its contact area?" And guide students to design the experimental record:
Because the problems were discovered by the students themselves and the teachers didn't ask them in advance, the students' enthusiasm for exploration was very high. The incredible feeling and happiness after reaching the conclusion filled the whole class with sighs and laughter, so that an important and difficult problem in this class was easily solved intentionally or unintentionally. Even though the experiment made them do fewer questions, they gained happiness and interest in learning, which is an important beginning to cultivate students' lifelong learning habits.
Suhomlinski, an educator in the former Soviet Union, said: "Emotion is like fertile land, and the seeds of knowledge are scattered on this soil." In traditional experimental teaching, the real classroom is mostly the teaching mode of exam-oriented education. The experimental teaching mode of "step by step" and "taking medicine according to the prescription" fetters students' hands and feet, imprisons their innovative thinking and ignores their emotional experience. In this mode, teachers teach rigidly, students learn painfully, and the final result is to cultivate students with high scores and low abilities and imperfect personality, which is an education that is not conducive to students' physical and mental development. Therefore, we should fully tap the educational function of physics experiment, highlight the characteristics of physics subject, play an important role in physics teaching and education, and make it a powerful carrier to realize the three-dimensional goals of knowledge, skills, especially emotional attitudes and values.
(Author: Jiujiang Vocational and Technical School, Nanhai District, Foshan City)
Editor Zhu Shouli