Reflections on the model essay of physics teaching 1
Physics is an important basic science of natural science, and junior high school physics teaching is the introduction and enlightenment for students to learn physics knowledge. Therefore, it is of great significance to stimulate students' interest in science, arouse their enthusiasm for learning, and understand and adapt to students' psychological characteristics in physics teaching.
As far as the psychological and physiological characteristics of junior two students are concerned, on the one hand, they have a strong thirst for knowledge, and they are eager to learn, curious and imaginative about all kinds of new things, and at the same time they are active, competitive and fun. However, enthusiasm for learning is linked to short-term "direct interests". When they encounter more abstract and rational physical knowledge, these small difficulties will soon make them lose their interest and enthusiasm in learning, and eventually lead to the failure of junior high school physics teaching. Therefore, teaching must adapt to students' psychological characteristics. Curiosity, as an important feature of middle school students' psychology, can make people good at finding and asking questions, and stimulate students' curiosity and interest in learning. In teaching, we should consciously trigger and encourage, such as carefully designing relevant scenes and making full use of corresponding experiments and short stories. Questioning is another feature of middle school students' psychology. Middle school students have certain basic knowledge, which has transitional characteristics. Their understanding has developed from experience to thinking. The enthusiasm of students to ask questions should be encouraged and respected in time. Teachers should be good at asking questions and cultivate students' habit of asking questions and their ability to analyze and answer questions.
Active is a manifestation of middle school students' positive thinking. Carefully preparing exploratory experimental equipment and designing exploratory experimental process can stimulate students' positive psychology, improve their interest in learning and improve their observation and experimental literacy. Being competitive is an extremely valuable psychological quality of middle school students, which is conducive to their forming a character of equal competition. Some specious questions can make students debate consciously and cultivate innovative thinking habits in the debate. Fun is the nature of middle school students. Students should be inspired to seek knowledge, innovate and have fun. In class, we should respect the nature of students' play, arrange the class time reasonably, and encourage students to do small experiments after class, play and learn in middle school. Easily frustrated is the psychological weakness of middle school students. When students learn difficult knowledge, they are easily frustrated and can't feel the joy of success. We should encourage students to cultivate and exercise their will quality, praise their bright spots, tap their advantages, encourage their confidence and communicate with them more. Students who make mistakes should not be killed with a stick, but should understand the reasons for their mistakes. Tell them the stories of scientists and great men, and learn their spirit of going through hardships and finally overcoming difficulties. Encourage students to set short-term learning goals and make unremitting efforts for them.
In a word, the physics classroom teaching in junior two should adapt to the psychological characteristics of middle school students, greatly stimulate the internal and external factors of students' learning, thus effectively improving the quality and efficiency of the classroom and cultivating useful talents to adapt to social development.
Reflection on the model essay of physics teaching II
Physics in Grade Two is a new course for students. When students first come into contact with this course, they often feel fresh and show great interest. But many students just stay in interest, or after a long time, many students lose interest in learning physics, so in physics teaching, I have drawn the following reflections:
First, do more experiments.
Interest is the best teacher. Only by stimulating students' interest in learning can students learn more actively, and teaching methods play a key role in this respect. The application of various teaching methods will make the classroom more interesting! Physics is a subject based on experiments, so we should make use of the existing conditions of the school and do as many experiments as possible. When studying the dispersion of light, I used a prism to let my classmates observe the dispersion of white light. I also borrowed a test tube from the biology laboratory to let students study whether the vibration of the air will make a sound when knocking on a test tube full of water. Also, when I pay attention to convex lens exercises, I use convex lenses in the laboratory to let students observe and summarize the experimental results. This not only completes the teaching task, but also deepens students' impression and interest in physics learning.
After class, I also asked my classmates to use the materials around them to do more physics experiments by themselves. When learning the three primary colors of color and light, I asked my classmates to use a self-made magnifying glass (round plastic bottle filled with water) to observe whether the color of their TV set is composed of red, green and blue.
Second, let students learn to observe and observe more.
First of all, I try to do more demonstration experiments in class for students to observe carefully. And think positively and summarize the experimental conclusion. The wrong conclusion is not to point it out immediately, but to guide students to find and solve problems themselves. However, the demonstration experiments in class are limited after all, but there are many physical phenomena in life. Therefore, in the teaching process, we should contact the physical phenomena in life and praise those students who are good at observing and carefully observing the physical phenomena in life, so as to encourage students to observe more physical phenomena in life. And use the knowledge to solve some problems. If you don't have the knowledge you have learned, you can look up the information yourself, discuss with each other and ask the teacher to solve it. Let students experience the fun of physics in the process of self-study.
Third, let students examine the application of physical knowledge by themselves.
Look at some examples in our living environment. Through students' own participation, students' interest in learning can be greatly improved and students can become the masters of learning. We will use what we have learned to solve some physical problems in life. There is a lot of noise in our life, and students can control it with the three steps we have learned to reduce noise. Echo can also be used to estimate some distances in life. In this way, students can not only apply theory to practice, but also deepen their love for knowledge and pride in owning knowledge, and further deepen their interest in learning.
Fourth, don't make students feel afraid of physics.
Beginners in physics not only bring new knowledge to students, but also make some students feel scared. Teachers should know about students' physics learning, let them write physics summaries, and keep abreast of students' learning trends. For students who feel difficult in physics, solve problems in time. Don't let their difficulties and doubts accumulate, so that they find physics difficult and don't understand at all. Thus gradually losing interest in learning physics.
In a word, interest is the best teacher to learn. How to stimulate students' interest in learning at all times is a problem that every teacher must always think about.
Reflections on model essay 3 in physics teaching
The new curriculum standard of junior high school physics requires that in physics teaching, we should pay more attention to the cultivation of skills while paying attention to the teaching of scientific knowledge, so that students can experience the cognitive process from life to physics and from physics to society. Through the cognitive process of the transition from nature and life to physics, students reveal the hidden physical laws, and apply the physical knowledge they have learned to the practice of production and life, so that students can appreciate the beauty and harmony in natural phenomena and develop physically and mentally in an all-round way. Therefore, the construction of physics curriculum should be close to students' life and conform to students' cognitive characteristics. Here I write some teaching reflections on junior high school physics teaching under the new curriculum standards in recent years.
First of all, physics teachers should change the educational concept of the subject.
The traditional teaching mode pays attention to imparting knowledge and emphasizing receptive learning. Under the new curriculum standards, teachers should change the concept of subject education, always embody "students are the main body of teaching activities", focus on the future development of students, and pay attention to cultivating students' good learning interests and habits. Bruner, a modern American psychologist, said: "The best stimulus to learning is interest in what you have learned." For students who are new to physics, the most basic material is real life, which requires our teaching activities to be carried out around students' life, science and technology and society. Teachers should seize the opportunity to constantly guide students to create cognitive "conflicts" in the process of questioning, questioning and solving doubts, stimulate students' continuous interest in learning and desire for knowledge, and make them successfully establish physical concepts and grasp physical laws.
For example, when talking about inertia knowledge, we can ask the following questions: When throwing things vertically upward in the car, why can people still receive the thrown things while the car is driving fast? Students will think, everything is thrown up, and we will move forward quickly with the car. How can I only receive things thrown vertically? Then guide students to think about the reasons for this phenomenon.
Speaking of acoustics and optics, why do we always see lightning first and then hear thunder when thunder and lightning obviously happen at the same time?
The earth always rotates from west to east and around the sun. Why do we jump straight up on the earth, but still fall where we take off?
When talking about the interaction of forces, you can tell why you push the wall forward while skating, but you move back; When people are rowing, why should they row backwards before the boat can move forward?
In this way, students can stimulate their strong interest in learning and desire for knowledge by constantly setting questions and questions, and they will find various physical phenomena and laws in life, laying a solid foundation for the next step of learning physics knowledge.
Second, teachers should not only "dare to let go" but also "accept" in teaching.
In order to give full play to the guiding role of teachers under the new curriculum standard, a conclusion has already been drawn on the content of junior high school students. The reason why students are required to explore and discover is to let them experience and understand scientific ideas and scientists' methods of studying problems, and at the same time gain knowledge. Therefore, teachers should believe in students' ability, let students learn actively in the process of thinking, doing and speaking, and don't just pay attention to whether the conclusion is correct or not, or even rush to draw a conclusion.
Third, teachers should make good use of students' experiments and interesting experiments.
Students are most interested in experiments. Every time there is an experiment, even the students who dislike studying the least will stare at it. There are many demonstration experiments, inquiry experiments and small experiments in physics textbooks with vivid images, which enable students to gain perceptual knowledge related to concepts and laws in the process of division of labor, observation, recording, analysis and discussion, and guide students to explore new knowledge. Never give up the experiment because of the experimental equipment or teaching progress, and lose an opportunity for students to start work.
For example, when talking about stress, I covered a cup full of water with a piece of cardboard, and then turned it upside down, and found that the cardboard did not fall to the ground as we thought, but was sucked tightly on the cup like a cup; Stimulating their enthusiasm for exploring new knowledge and presenting the teaching content in a vivid and interesting way in advance can fully mobilize students' sensory organs, create a relaxed and happy learning environment, make the learning content attractive and stimulate students' interest in learning.
When I talk about inertia, I will show you the experiment of inertia ball first, and then let them do it themselves. When they put their pens or pencil boxes on a piece of paper and quickly took out the paper, they found that the objects on the paper did not move with the paper, which once again stimulated the students' thirst for knowledge and forced them to return to the textbooks to find the answers.
When teaching the occurrence of sound, students can touch their throats with their hands, so that students are surprised to find that the sound they hear every day is produced by vocal cord vibration. This can concentrate students' attention, stimulate students' interest, enable students to master the basic knowledge and skills of physics, understand the practical value of these knowledge, know how to treat and apply these knowledge in society, and cultivate students' scientific awareness and application ability.
In a word, physical knowledge is closely related to science and technology and social life. Pay attention to the new technology, new achievements and new trends of modern physics science and technology, so that students can truly understand the practical value of physics knowledge, make physics teaching process become a pleasant emotional experience process for students, make students realize the wonders of physics in real life, thus stimulating students to explore the greatest potential of scientific knowledge and truly realize the transformation from life to physics and from physics to society.
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