In your study and work, you will always come into contact with papers. Thesis is a comprehensive style, through which we can directly see a person's comprehensive ability and professional foundation. You have no idea when you write your thesis? The following is my thesis on inquiry teaching of junior high school physics. Welcome everyone to learn from it, I hope it will help you.

First of all, show physical interest and stimulate inquiry.

1. Mining innovative educational content in textbooks. In physics teaching, we should try our best to explore the creative education content of textbooks, introduce scientists' inventions, explore laws, study and discover laws, and pay attention to the enlightenment of predecessors' creative thinking, thinking methods and research methods to students. We should not only see the successful achievements of scientists, but also understand the process of their successful exploration. There are many contents and themes of innovative education in junior high school physics textbooks. For example, the discovery of Archimedes' principle is an "epiphany", a careful observation, a rich association and an accumulation of knowledge; After Oster discovered the magnetic field of current, Faraday finally discovered the phenomenon of electromagnetic induction after ten years of unremitting efforts, which was the result of persistent exploration, association and reverse thinking. The commutator of DC motor is simple in structure, but ingenious in design. A popular yo-yo is obtained by slightly improving the rolling pendulum used in the experiment of mutual transformation of kinetic energy and potential energy. Using atmospheric pressure, make a leather bowl hook. Edison's research on incandescent lamps is rich in creative education for students in physics textbooks.

2. Use stories, life cases and other situations to stimulate students' desire for knowledge and improve students' interest. Let life go to physics and physics go to society. For students, they have accumulated a lot of experience in their daily life. But I don't know the truth behind it, that is, I am in a situation of "knowing it but not knowing why". According to the students' psychological state and cognitive rules, I created the following situations in the introduction to physics in senior two: 1. By opening the door of the classroom, I introduced that this door is not an ordinary door. It is the door of mechanics in physics, from which we will enter the kingdom of physical knowledge and explore its mystery. Then it introduces the athletes' efforts to win the championship in the 2008 Beijing Olympic Games, and analyzes the physical knowledge. Shooting-three points and one line are related to optics; Weightlifting and swimming are related to mechanics.

Beat myself with the confidence of Olympic table tennis players in time, and finally reach the realm of my ability. When physics is useful, the story of crows drinking water and Sima Guang smashing jars is introduced. It is the arrangement of these situations that stimulates students' enthusiasm for learning and encourages them in time, thus stimulating their awareness of inquiry. Before learning Archimedes Principle, we should first introduce the interesting historical fact that Cao Chong is an elephant, and form a legendary and vivid historical witness in students' field of vision according to the specific relationship between draft-displacement-weight of ship and stone revealed by this historical fact, and then demonstrate Archimedes experiment, thus enhancing students' desire to explore physics teaching.

3. Through experiments and practical problems, create an activity situation with hands and brains to stimulate students' thirst for knowledge and improve their inquiry ability.

Creating situations through experiments can make students often surprised by experiments, which can conform to students' psychology of "curiosity, activity, fun and competitiveness", greatly stimulate students' senses and stimulate students' interest in learning. The new information generated by the experiment should follow the existing cognitive structure of students and stimulate their thinking. When learning atmospheric pressure, we should first make a bottle that "swallows" eggs, cover the cup, and do balloon experiments with coca-cola bottle. These experimental phenomena will make some students puzzled, "how can there be a small egg in the bottle?" Why doesn't the water come out? Why can't the balloon blow up? With these questions, students have entered a good learning state.

Create situations through experimental questions. The setting of experimental problem situation lies not only in the experimental problem itself, but also in the bedding of knowledge background and skills. Only when the problem situation is closely related to the students' original cognitive structure can experimental phenomena and exploration laws be transformed into knowledge and ability when they interact with each other. Only in this way can situational teaching be sublimated at a higher level. Such as "buoyancy" teaching, experience from life often becomes an obstacle to students' thinking. Students often mistakenly think that buoyancy is related to the mass, volume and density of an object, to the depth of the object immersed in liquid, to the motion state of the object, to the shape of an empty solid and object, to the density of liquid and so on.

In order for students to establish a correct concept, we first introduce the wonderful fragments of the underwater world through multimedia, and ask why sometimes the buoyancy is big enough to support a 10,000-ton ship, and sometimes it is too small to support a thin piece of iron. How does the buoyancy change when a ship sails from the sea to the river? What factors are related to buoyancy? In the demonstration experiment, iron blocks and lead blocks with the same volume are suspended by spring scales and immersed in water. Let's look at the spring scale and ask what it means. What experiment should be designed to show that the volume of an object has nothing to do with buoyancy? What experiments should be designed to illustrate the other points raised above? It is this gradual progress that allows students to get answers in the design of experimental questions.

More importantly, in the experimental design, students' inquiry ability has been improved, and the physics experimental teaching has been sublimated. After learning the chapter "Home Circuit and Household Electricity", arrange students to observe the circuit at home, use household appliances to distinguish between live wire and neutral wire, learn the connection method of lamp caps, understand the function of fuses and make choices, and also arrange students to calculate the daily or monthly electricity consumption of various household appliances according to the value of household appliances. Facts have proved that well-set questions can guide students to enter the scene of updating knowledge based on known knowledge, and students will continue to open the door of knowledge treasure house with well-set questions and fully enjoy the joy of acquiring knowledge.

Second, explore and practice, broaden your knowledge and apply what you have learned.

In recent years, education requires higher and higher students' ability, and inquiry exercises emerge in an endless stream. The style is becoming more and more vivid, and its purpose is to require students to thoroughly understand what they have learned. Therefore, inquiry exercises should be introduced from time to time in teaching, so that students can always reflect the characteristics of physics. Experience the role of a physicist from time to time, and experience the pleasure and joy of success. So as to cultivate students' ability to collect and process information, analyze and solve problems, communicate and cooperate.

In a word, as an educator, the important task at present is to explore how to combine teachers' teaching with students' learning, impart knowledge, stimulate interest and improve their ability. The key to classroom reform is to fully mobilize the subjective initiative of students, so that they can love, enjoy and learn. As a teacher, in the whole process of physics teaching, he organically unifies his teaching methods and guiding students' learning methods. Only by optimizing teaching at the same time can we get twice the result with half the effort.

;