Problem-based teaching method is a problem-based teaching method, which can cultivate students' independent thinking ability and let students use their brains to solve problems after asking questions. It can also narrow the distance between teachers and classmates and stimulate students' enthusiasm for learning. This paper expounds some personal views on problem-based teaching method. I hope it can be used for reference for junior high school physics teaching and students' learning.
Key words: problem teaching method; Junior high school physics; Effective way
The new physics classroom teaching should embody the new teaching concept of "student-oriented". Teachers should not only make students have learning ability, but also make students have practical ability and creative ability through their own teaching methods. The emphasis should be shifted from result orientation to students' knowledge construction, and more attention should be paid to the retrospective process of learning. Therefore, the problem teaching method is a method often used in junior high school physics class. So how can teachers use the problem-based teaching method freely in the classroom?
First, the principle of problem design
Before each class, think about what to talk about in this class and what questions to ask students in order to bring them into this class. Whether you can find a suitable inquiry question is the key to the success or failure of this course. An appropriate inquiry question can arouse students' interest in learning and let them know what to learn in this class at the beginning of the class. Einstein said, "Interest is the best teacher." When students are interested in what the teacher says, their learning efficiency will be higher. Interest is the source of motivation for students to learn. This can not only improve learning efficiency, but also improve students' quality. The questions raised should also be positive. Let students feel that physics is closely related to life, which can stimulate their enthusiasm for learning. Because it is physics, it pays attention to rigor. So it should be absolutely scientific. When designing questions, teachers should be concise and to the point according to the teaching materials, and pick out the key points so that students can understand them easily. For example, in a lecture, I talked about the kinematics of objects. The question "Are we still or moving every day" is always raised. It can stimulate students' enthusiasm for learning. In class, the students are actively thinking about this problem and listening carefully to the teachers' various explanations. And after the lecture, the teacher told the students to find out what exercise is, how it moves, when it can be still, why it is still and a series of questions about life. Students can actively observe and think about these problems after school. Let students feel the life of this problem.
Second, the problem combination experiment
Junior high school students are in an active era, and children have strong hands-on ability. Teachers can make use of all kinds of resources in the school to carry out some physics experiments according to the content to be studied, so that students can operate by themselves and experience the fun of physics. Physics experiment plays an important role in the process of physics learning. Scientific experiment is one of the effective ways for people to explore the truth. If the experiment is too difficult, the teacher can operate the experiment by himself, and the students can observe it. During the experiment, the teacher can ask the students questions at any time. At this time, some students will have many questions and the teacher will answer them one by one. Of course, some students will have new ideas. Teachers can also verify by doing experiments and classmates. This can not only stimulate students' interest in learning, but also stimulate their spirit of exploration. For example, in a physics experiment class, a physics teacher in our school wants to conduct an experiment of light imaging. Before class, he asked the students a series of questions, such as how to make real images and how to make virtual images. The students all carried out experiments with questions. During the experiment, the teacher has been observing. At this time, if some students encounter difficulties during the experiment, the teacher will not hesitate to teach them and ask them why they should do so. In this way, students will keep asking questions during the experiment and prove their ideas through experiments. This exploration process has greatly improved students' ability to analyze and solve problems.
Third, create a good learning atmosphere.
Teachers should create a good learning environment for students in the teaching process, so that students can have interest in learning. Enable students to ask questions because of what they don't understand in the textbook, and let the teacher know what students don't understand easily. If the teacher finds that many students in a place have problems, the teacher should discuss the problem with his classmates. And put forward why students ask this question to remind students not to make the same mistake in the future. Teachers can organize a class for question-and-answer time every week, and students can ask teachers to help solve the problems accumulated in a week. In order to let students ask questions, teachers should take a good look at the contents of the textbook before teaching. Then come up with a few questions related to the content of the professor. Teachers can state the same question in different ways, and then ask students to answer it. This will relieve students' psychological pressure. Teachers can gradually deepen their own questions and make students interested in what you put forward. You can keep up with the teacher's ideas. Let students ask questions independently. Let students feel that physics is not a rigid formula, but an ocean with countless knowledge, and let them swim in it.
Four. Concluding remarks
The merit of teaching lies in guidance and the method of guidance lies in asking questions. This is people's praise for the enlightenment teaching. We should learn not to be ashamed to ask questions, and ask questions if there are any. Only when you understand, will your problems become less and less. The problem in class is not quantity, but quality. The quality of the questions has come up, indicating that students have learned more knowledge. This can also prove that the problem-based teaching method is also successful. Clever design problems, students actively think, can produce sparks of thinking through friction.
In short, the teaching method of asking questions in class can not only make teachers' professional knowledge more solid and improve continuously, but also stimulate students' interest in learning, effectively improve students' quality and ability, and make students lay a good foundation in junior high school physics.
References:
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[2] Yang. Research on the application of problem-based teaching method in junior high school physics teaching under the information technology environment [D]. Capital Normal University, 2008.
[3] Jiang, Xie Zhixiu, Zhang, et al. The application of problem-based teaching method in junior high school physics-Reflections on the teaching design of "atmospheric pressure" [J]. Asia-Pacific Education, 20 16 (10): 69-70.
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