First, optimize the interaction between teachers and students in physics classroom teaching
The Outline of Basic Education Curriculum Reform (Trial) points out that "teachers should actively interact with students in the teaching process and develop together". Educators, psychologists and sociologists at home and abroad have done a lot of research on teacher-student interaction. However, in the past, there were more studies on classroom teaching interaction under the background of economic development and high education level, but less on classroom teaching interaction under the background of underdeveloped education. This kind of research is of weak guiding significance to underdeveloped areas. To improve the quality of the whole people and promote quality education in an all-round way, we cannot ignore the curriculum reform of basic education.
1. Current situation of physics classroom teaching
Due to the constraints of family, school and social conditions, students in mountainous areas have a shallow knowledge and a narrow knowledge. Most of them are introverted, timid and talkative, and students are often in a passive position. The main battlefield for students to accept physical knowledge is the classroom. At present, most teachers in the classroom are mainly teaching, and students are rarely allowed to acquire knowledge and development through their own activities and practices; There are few learning activities that rely on students to consult materials and discuss collectively; Teachers often assign written exercises and reading textbooks, and rarely assign practical assignments such as observation, production, experiment, reading extracurricular books and social investigation. Students rarely have the opportunity to express their views and opinions according to their own understanding. To a certain extent, classroom teaching still has the situation of "classroom-centered, teacher-centered, textbook-centered". Ignoring the cultivation of students' innovative spirit and practical ability. A large number of studies show that learning style is closely related to learning results. At present, the way students participate in classroom teaching in China affects the learning effect. Simple behavior participation can not promote the development of students' advanced thinking ability. Only the learning style with positive emotional experience and deep cognitive participation as the core can promote the improvement of students' all-round quality, including high-level thinking.
2. Analysis of the factors affecting the interaction of physics classroom teaching in junior high school.
(1) Lack of hardware facilities
Nowadays, many researches on teacher-student interaction mostly use multimedia technology to obtain information and realize network interaction. However, the financial resources of the school where the author is located are limited, and the current hardware facilities cannot realize network interaction, and there are not a large number of books for students to consult. At present, the way for students to acquire knowledge here is mainly in the classroom, but there is very little knowledge taught in the classroom, and most of the knowledge needs students to consult books and learn by themselves. Moreover, physics is a very practical subject, which requires a lot of experiments, especially for students to experience it themselves. However, due to the lack of funds, the school where the author works can only meet the needs of teachers to do demonstration experiments at most.
(2) Traditional teaching concepts, teaching methods and learning methods.
Traditional basic education is weak, and the traditional education mode is still adopted, that is, teachers talk more and students have less activities; A lot of injections are used, but few are really enlightened. Most of the students' learning methods are passive acceptance, rote memorization and copying the knowledge told by teachers or books. This kind of cramming teaching mode, with heavy academic burden, often leads to students' weariness of learning, rigid thinking mode and lack of innovative spirit. In order to promote quality education in an all-round way, the most important thing now is inquiry learning under the guidance of constructivism theory. Moreover, the traditional concept is to emphasize scores over ability, which brings difficulties to the interaction between teachers and students.
(3) Influencing factors of students' psychological quality.
Due to the constraints of family, school and social conditions, most students are not confident enough, their psychological quality is not good enough, and because of the influence of family economy, their psychological burden is too heavy, so they can't devote themselves to their studies. On the other hand, because students rarely answer questions since childhood, students are often in a passive position in long-term traditional education, and this repressed "humanity" is even more serious in junior high school, which makes the classroom atmosphere depressed and brings difficulties to the development of teacher-student interaction activities. Especially for the seventh grade students, a large number of students still maintain the psychology and learning style of primary school students, and have not yet realized the transformation from primary school to junior high school. Moreover, students here are unable to experience vivid physical phenomena because of the limitations of conditions, so they find physics difficult, psychologically afraid of physics and have no interest in learning.
(4) the influence of teacher-student relationship
In the past, between teachers and students, most teachers were absolutely authoritative, students stayed away from teachers, and the relationship between teachers and students was the relationship between teaching and receiving. Only through knowledge, skills and other information media, it is difficult to form an interactive and cooperative relationship, which hinders the development of teacher-student interaction.
3. Optimization strategies to promote teacher-student interaction
(1) changes in teachers' concepts and teaching methods
Under the guidance of constructivism theory, the inquiry learning of physics is realized. Improve teaching methods and carefully organize classroom teaching methods with strong atmosphere of interactive inquiry. Only by paying attention to mobilizing students to actively explore and accurately use physical terms, correctly understanding the intentions of proposers, and being good at inspiring and guiding students to understand the principles and laws of physical science and its application in practical problems can knowledge be transformed into ability. The proportion of experimental teaching in scientific research will become larger and larger, and the urgency of reforming experimental teaching will become more and more prominent. The situation of experimental teaching in school will be reflected in the examinee's test paper: the effect of doing and not doing is different, the effect of opening and closing is different, and the effect of conservative and innovative doing will be even different. In the teaching of physical concepts, some thinking problems can be designed. According to the age difference of junior high school grades, students are mainly asked questions to guide reading during the eighth grade, and students can also ask questions after reading in the third grade. This is conducive to cultivating students to find the key points, promoting pre-class preparation and cultivating students' self-study ability.
(2) Establish a good teacher-student relationship and encourage students to express their opinions boldly.
The adjustment of students' learning psychology and the cultivation of good study habits are all factors that cannot be ignored in the teaching process. Interactive and cooperative teacher-student relationship promotes teacher-student interaction. In physics class, teachers guide students to express, observe, experiment, discuss, draw conclusions, ask questions and solve problems accurately. By setting questions and creating situations, teachers create a good learning atmosphere and stimulate students' inner psychological requirements.
(3) integrating theory with practice
Teachers should combine local resources and develop local courses to improve students' interest in learning and their ability to use knowledge. For example, doing experiments with common things in life can stimulate students' interest and let them enjoy the joy of success.
Second, cleverly set questions to stimulate students' interest and curiosity
Interest is the tendency of people to try to understand something or like an activity. Psychological research shows that when students are interested in learning, it will arouse the excitement of the cerebral cortex, promote the play of various intellectual factors and actively study. It can be seen that interest is the best teacher, interest and curiosity are the driving force of knowledge and the most realistic and vivid psychological component of learning enthusiasm. Only when students are interested in learning can they stimulate their thirst for knowledge and devote themselves to the ocean of knowledge.
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Therefore, in teaching, teachers should combine physical knowledge with production and life, carefully organize teaching based on observation and experiment, skillfully set questions, and take good advice, so that students can experience the happiness of "there is no way to answer questions, and there is another village on the bank", activate students' life experience, stimulate students' interest in learning, and make them actively participate in learning and innovation with a strong thirst for knowledge.
Third, the effective implementation of "re-creation" teaching optimization strategy
The so-called "re-creation" means that curriculum designers and teachers are required not to teach physics as a ready-made system, but to pay full attention to it in teaching, so that students can learn physics through the process of re-creation. It is intended to change the previous practice of teacher-centered school physics education, and to teach teachers the knowledge system, advocate student-centered teaching, and let students learn physics through creation like physicists. The goal of physics "re-creation" is to cultivate students' innovative consciousness and ability, and also to stimulate students' interest in learning and pursue in-depth exploration. Therefore, the effective implementation of the optimization strategy of "re-creation" teaching can be carried out from the following aspects:
First of all, we should actively create a democratic atmosphere and let students dare to "re-create". In teaching, only in a democratic and pleasant classroom atmosphere can students' enthusiasm for learning soar and their enthusiasm for participating in classroom teaching activities be improved. Planning a democratic and harmonious psychological environment and a teaching atmosphere of independent participation are the prerequisites for students to actively innovate.
Secondly, respect individuality and establish a democratic relationship between teachers and students. Physics teaching is a process of communication, interaction and common development between teachers and students. Teachers are regulators of classroom atmosphere. In order to create a classroom atmosphere for students' independent development, teachers should love, trust and respect every student with an equal attitude and satisfy students' desire for expression.
Third, encourage students to explore and cultivate innovative spirit. The process of students' learning is itself a problem-solving process. Whether preparing lessons or teaching in practice, we should focus on "teaching" when talking about problems in exploration, conjecture and discovery. Sometimes you can directly teach students the complete guessing process, and sometimes you need more inspiration. Instruct students, and don't let them guess for themselves at any time, so as not to reduce the teaching effect.
The methods and contents of efficient physics classroom teaching activities should be varied. Such as analysis, cooperation, discussion, communication, demonstration, the use of courseware, pictures, consolidation exercises and so on. Only various and colorful physics classes can effectively attract students' attention and improve their learning enthusiasm. In the classroom, teachers should create more thinking situations for students, leave more thinking time, more activities and practice space for students, and provide more opportunities and platforms for students to gain more successful experiences.
Fourth, strengthen divergent thinking training, cultivate innovative spirit and optimize strategies.
In the process of physics classroom teaching, teachers should not only cultivate students' intelligence and develop their logical thinking ability, but also put the cultivation of innovative thinking in a prominent position. Only in this way can we cultivate students' innovative thinking ability. How to cultivate students' innovative thinking ability in middle school physics teaching is discussed below.
Divergent thinking refers to a form of thinking that produces multiple answers to the same question. Any discovery and invention is based on divergent thinking. Without divergence, there is no innovation. Traditional exam-oriented education pays too much attention to the training of concentrated thinking, but ignores the training of students' divergent thinking, which stifles students' personality and makes students' thinking activities "clone". In this way, students' innovative spirit will be sealed forever.
Therefore, first of all, teachers should strive to create situations, inspire differences, guide students to divergent thinking and cultivate innovative thinking. Broadness of thinking means being good at thinking in many aspects and angles, and not sticking to the routine. The broadness of students' thinking is the starting point of innovative thinking and the catalyst for students' happy thinking, good thinking and good thinking. In physics teaching, teachers should be good at creating situations, inspiring students to seek differences, guiding students to divergent thinking, encouraging students to dare to break away from convention, be original and be innovative, making bold attempts from multiple angles, sides and directions, and proposing reasonable, novel and unique methods to solve problems. In teaching activities, teachers should create specific learning situations, carefully select some divergent points, stimulate students' divergent thinking, and gradually develop students' habit of understanding things and solving problems from multiple angles. For example, when learning to explore "the factors that affect the magnetic induction intensity of electromagnets", teachers can use the knowledge points of how to identify the magnetic induction intensity of electromagnets as divergent points to stimulate students' divergent thinking. Students will make the following answers after thinking independently: attract small nails; Attracting paper clips; Attract pins; Attract iron filings; Attract steel needles, etc. After such training, students will be divergent in thinking and innovative, laying a foundation for the cultivation of innovative spirit.
At the same time, because students can only express the process and result of solving problems, and can't completely expose their own thinking process, teachers can let students talk about how to get the method of solving problems and why they think so. This can fully show the students' thinking process, thus correcting the deviation of thinking and cultivating the innovation of thinking.
Fifth, strengthen the guidance of optimizing physics learning methods.
1. Correctly understand the importance of physics learning methods.
Inspire students to realize that scientific learning methods are an important factor to improve their academic performance, and run this idea through the whole classroom teaching process. For example, according to the content of the textbook, we will tell some successful cases of using scientific learning methods, hold seminars on physical laws, let outstanding students introduce their experiences, and set up columns to discuss learning methods.
2. Guide students to master scientific physics learning methods.
(1) reasonable penetration. In teaching, we should explore the learning factors in the content of teaching materials and infiltrate the guidance of learning methods into the teaching process; (2) the camera dials. Teachers should have a strong sense of guiding learning methods, seize the best opportunity in combination with teaching, and make the finishing point in learning methods; (3) timely summary. When spreading knowledge and training skills, teachers should guide students to sum up what they have learned in time according to the actual classroom teaching, so that they can gradually improve systematically and find out the regular things; (4) Migration training. Summarize what you have learned, rationally reflect on learning methods, strengthen and transfer their application, and master learning methods in training.
3. Offering instruction courses in physical law.
It is best to arrange the instruction course of learning methods in the first grade (eighth grade), which usually lasts for one semester or one school year for one or two weeks and is included in the physics teaching plan. It is necessary to combine positive and negative examples, the specific knowledge of physics and the characteristics of learning methods, and the students' ideological reality, and demonstrate training while talking. For example: teaching examples of celebrities and outstanding students, or analyzing negative examples; This paper introduces general learning methods such as how to read, how to review and how to remember. Explain the strategies and ways of thinking to solve physical problems ... Of course, students can sometimes teach themselves methods, or invite outstanding students to introduce their experiences, or invite relevant teachers to give special reports, or adopt discussion style.
Sixth, actively carry out experimental teaching and cultivate innovative spirit in practice.
Physics is a natural science based on experiments, and the concepts, formulas and laws in physics are summarized through careful observation, analysis and scientific reasoning. The great thinker Marx once said, "Science is the science of experiment." That is, innovation comes from experiments. The traditional teaching is to talk about experiments and recite them. All the experimental conclusions were "planted" on the blackboard by a teacher standing on a three-foot platform with his mouth and a piece of chalk. Where can such teaching cultivate students' innovative spirit? Therefore, under the background of the new curriculum reform, teachers should actively carry out experimental teaching, especially group experiments. Let students use their hands and brains to experience the experimental process, find problems and find solutions in the experiment, so that students can realize that errors exist objectively and master experimental skills skillfully in the learning process of reducing errors. Stimulate the enthusiasm and initiative of learning, cultivate students' ability to acquire knowledge from experiments and apply what they have learned, and constantly practice and innovate. For example, when studying "Exploring the Factors Affecting Resistance", the author instructs students to experiment in groups and draws the conclusion that the factors affecting conductor resistance are material, length and cross-sectional area. Then ask: Besides these three factors, are there other factors? After careful discussion, the students answered: the change of temperature will also affect the size of resistance. Then guide students to test this conjecture through group experiments, and draw the conclusion that for most conductors, the higher the temperature, the greater the resistance. Finally, grasp the "majority" to guide students to understand that some objects represented by glass are just the opposite under certain conditions. Through students' active participation in experimental teaching, they not only fully understand this knowledge point, but also exercise their practical operation ability and cultivate their innovative spirit.
The above is just my own teaching experience. The author believes that as long as the majority of physics teachers take active actions, establish new curriculum concepts, and constantly practice, communicate and summarize, then new ways and methods of physics classroom teaching will continue to emerge, and the results of cultivating innovative spirit will become more and more fruitful.