(1) Review should take the outline as the "outline" and take it as the "foundation" to grasp the correct review direction.
In physics teaching, the syllabus is the foundation and the textbook is the basis. Therefore, physics review should be based on the fundamentals. According to the teaching materials, all the examination questions in recent years have reflected this clear orientation and are closely related to the syllabus and teaching materials. Take the senior high school entrance examination questions in our city in recent years as an example. Basic questions account for about 70%, and most of them come directly from exercises and examples in textbooks. Intermediate questions account for about 20%, and difficult questions account for about 10%. All the questions can find the prototype and basis from the teaching materials, and some are the original questions in comprehensive training. Therefore, the general review of physics should grasp this correct direction, focus on the teaching materials, fully tap the teaching materials according to the syllabus and examination syllabus, and never aim too high and spend your energy on various review materials.
(2) Review should be based on the premise that the teaching materials are higher than the teaching materials, and form a knowledge network through processing and sorting.
The general review should be based on textbooks, but not simply repeating the contents of textbooks. The current physics textbooks are compiled according to the structural forms of "phenomenon precedes essence", "macro precedes micro", "part precedes whole" and "special precedes general". This arrangement conforms to students' cognitive ability and psychological characteristics, and is convenient for new curriculum teaching. But in the general review stage, we should consider the integrity and systematicness of knowledge. It is necessary to guide students to summarize and sort out scattered and single knowledge points in relevant chapters, and organically combine the physical concepts, laws and formulas they have learned by using classified lists and block diagrams to form a relatively complete knowledge system, so that students can have a relatively complete understanding from phenomenon to essence, further distinguish the interrelations and differences among essentials, concepts and formulas, and then grasp the teaching content at a higher level.
Junior high school physics can be divided into five parts: force, heat, sound, light and electromagnetism. Each part has key concepts, which can be linked with other related knowledge and classified to form a knowledge network with a certain structure. This is very conducive to understanding the ins and outs of knowledge, as well as the interrelations and differences between knowledge, so that students can understand and master knowledge more systematically, which can get twice the result with half the effort.
(3) Pay attention to the review of the "two basics" and cultivate students' ability.
Basic knowledge and skills are the cornerstones of students' learning. Using knowledge to solve physical problems in daily life is a reflection and innovation of students' learning ability. Therefore, we should seriously strengthen the review of "double basics" and create an atmosphere and space for cultivating students' ability. Specifically, we should pay attention to the following points:
(1), focusing on physical process analysis. Students' basic knowledge has a forming process. When reviewing, we should work hard on the "process" to help students make up for the process differences, trigger the connotation and extension of the knowledge formation process one by one, and let students check and sort it out by themselves.
(2) Pay attention to the application of basic knowledge and skills training. This kind of training is not a simple and repeated application of knowledge, but a specific and typical exercise to train. While doing a good job in "double basics" training, we should also pay attention to the cultivation of ability, let students turn basic knowledge into ability, guide students to find out the connection between old and new knowledge, and find out regular things. This is an effective way to form quality and ability.
(3) Pay attention to the close contact inside and outside the class. When reviewing teaching, we should extend students' interests, hobbies and attention from in-class to out-of-class, fully tap the potential of students' conscious review, and continuously improve the review effect.
(4) Pay attention to the review of physical experiment content and the practical application of physical knowledge.
Physics is a subject based on experiments. Looking at the senior high school entrance examination questions in recent years, the scores of physical experiment questions account for more than 20~25% of the total score, and some experiments penetrate into other questions. Most of these questions come from students' experiments, demonstration experiments, small experiments and small production in textbooks, which not only examines the use of various basic instruments, but also examines students' experimental operation level and their ability to comprehensively use what they have learned to analyze and solve problems. Therefore, the general review of physics should attach great importance to the review of experimental teaching, especially pay attention to two points: First, let students master the application of various basic instruments and measuring tools. The second is to let students know the measurement methods of various physical quantities. In the specific review, some related basic instruments or measuring tools can be put together, so that students can compare their similarities and differences in the use process, thus strengthening students' memory. It is necessary to guide students to discuss and ask questions in time, and teachers should give guidance at key points to impress students. In addition, we should also pay attention to cultivating students' ability to express experimental phenomena and results, and examine the adaptability of the same experimental content from different angles, so as to master the experimental content in the textbook more comprehensively.
The ultimate goal of physics teaching is to make students "apply what they have learned". Only through practical application can any knowledge be deepened and mastered skillfully and further developed. This is an inevitable trend of quality education and an effective way to cultivate innovative ability. In recent years, the number of questions about applied physics knowledge in the senior high school entrance examination has increased, which reflects this clear guiding role in the annual national junior high school applied physics knowledge competition. Therefore, the general review of physics should pay more attention to the combination of theoretical knowledge and practical application, guide students to be good at explaining physical phenomena and solving practical problems, especially some practical problems in daily life, so as to stimulate students' interest in learning and improve review efficiency.
(5) correctly handle the relationship between "speaking" and "practicing" and work hard on the word "essence"
No matter what class is inseparable from the teacher's "speaking" and the students' "practicing", how to combine them organically is a key problem. "Speaking" should reflect the leading role of teachers, and "practicing" should highlight the main position of students. Teachers can't keep "cramming", let alone just teach students "practice". They can practice while talking, or they can practice after talking.
Speaking should be "precise", not less, but should be fully prepared before class, grasp the main contents of the textbook, grasp the key and difficult points, grasp the common problems that students are difficult to solve themselves, and achieve the effect of solving doubts and pointing out the maze through the teacher's explanation. It is necessary to explain not only the basic physical concepts and laws, but also the ideas, methods and skills to solve typical problems. We should make full use of "multiple solutions to one question", "multiple solutions to one question" and "multiple links to one question" to broaden students' thinking and cultivate their ability.
Practice should be "refined" and avoid "naval warfare". According to the knowledge points in the textbook, carefully write exercises according to the outline requirements and exam instructions, and the exercises should be representative, so as to make the review content practical and consolidate knowledge. Through necessary exercises, let students master what they have learned and deepen their understanding of concepts and knowledge. By analyzing and solving different types of problems, we can cultivate students' problem-solving skills and summarize the problem-solving methods of similar problems, so as to improve students' comprehensive ability and test-taking ability.
(6) Pay attention to the cultivation of excellent students and the transformation of poor students.
In the general review process, we must not ignore the transformation of poor students, but should improve the transformation of poor students in order to improve the quality of the people and the overall education level. Excellent students are our hope, and so are poor students. We should not regard them as "tails" and "encumbrances". We should give them more help and care, so that they can start from memorizing the basic knowledge and skills in the review process and gradually sublimate. It is necessary to establish the concept that transforming a poor student is as important as cultivating an excellent student, bearing in mind the basic educational principles of comprehensively improving the quality of the whole people, improving the quality of teaching and teaching students in accordance with their aptitude.
The teacher's study plan, I hope it will help you!