Languages with different characteristics in different occupations, as physics teachers, their classroom oral English should not only have the commonness of scientific language and teaching language, but also have the personality and characteristics of classroom oral English in physics teaching. Oral physics is a language between written language and life language, which should be accurate, concise, organized, vivid and easy to understand. If teachers can carefully design and skillfully use it, they can make students have the same desire and desire for physics class as listening to a vivid story and watching a wonderful one-act drama. They will naturally think positively in class, and through positive thinking, trying and struggling, they will reach their ideal state. Students will find it a pleasure to study physics classes and knowledge. On the other hand, teachers' oral language in class is vague, messy and inflexible, so students will feel bored and bored in physics class, and their fun and interest will be out of the question. As Soviet educator Suhomlinski said, "Teachers' language literacy largely determines the efficiency of students' mental work in the classroom." It can be seen that the quality of oral English in class is not only related to the imparting of knowledge, the enlightenment of students' wisdom and the cultivation of their ability, but also affects the cultivation and development of students' non-intellectual factors. Therefore, no matter how education is reformed and the level of modern teaching methods is improved, it is still very important to make good use of oral English in class. First, the general requirements of classroom oral English In addition to the commonness with the teaching languages of other disciplines, physical classroom oral English should also see the theoretical, abstract and logical characteristics of some contents in physics. We should try our best to make oral English in class accurate, clear and vivid, tap the potential of oral English in teaching, and deepen students' impression and understanding of the physics knowledge they have learned. Generally speaking, the requirements for oral English in physics class are as follows. (1) scientificity and accuracy The scientificity of classroom oral English is an important embodiment of implementing the principle of scientific teaching. Therefore, oral English in class should be accurate, and it is strictly forbidden to teach wrong unscientific things to avoid misleading children. Of course, paying attention to science is not blindly pursuing rigor, but also paying attention to the age characteristics of students and the stages and limitations of mastering knowledge. It may sometimes be inappropriate to elaborate on the contents of definitions and theorems, but it is permissible and sometimes necessary as long as it does not violate the general scientific principles or contradict the essence of physics. This is the different definition of work between junior high school and senior high school. For another example, in the analysis of physical processes, specious, do not pay attention to conditions and scope, but rashly discuss causality. "When the amount of A increases, the amount of B also increases, so that B is proportional to A." Even if B is indeed proportional to A, this analysis is not scientific enough. Accurate and rigorous language is also very important. If the teacher's classroom oral language is vague and full of loopholes, it will not only affect students' understanding and mastery of physics knowledge itself, but also have a great impact on students' non-intellectual factors. Therefore, it is very necessary to use accurate classroom oral English for education and teaching. (2) Clear thinking and clear organization Classroom oral English must be clear-headed, clear-cut, structured and set off against each other, dissecting around the key points and revealing the essence from the outside to the inside. Only in this way can the content of knowledge taught be true, powerful and logical, attract students' attention, induce thinking and make it continuous. For example, when discussing the phenomenon of interference and diffraction of light, we should analyze it from the perspective of "light is also a wave, because it has the characteristics of interference and diffraction, which is proved by experiments", which is well-founded and clear. If the classroom oral language is incoherent and the causal relationship is chaotic, so that students don't know what the teacher said, there is no way to impart knowledge, let alone cultivate ability. (3) The research results of visual psychology in images show that the thinking activities of ordinary middle school students are in the transition stage from visual thinking to abstract thinking, which is determined by their age characteristics. They are not used to thinking from abstract things to theory. Therefore, it is required to use vivid, intuitive and vivid language to describe the physical problems they have learned, guide their thinking, open their hearts and enlighten their wisdom. Enable students to imagine a clear physical picture or a physical model in their minds according to the vivid language of the teacher, help them transition from image to abstraction and gradually cultivate their thinking ability. Especially when explaining abstract theoretical knowledge far away from students' lives, it is particularly important for teachers to be vivid, vivid and intuitive in classroom oral language, such as the teaching of atomic structure and the quantization of light. (4) Easy-to-understand spoken English can not only make students easy to understand and accept, but also often make students form an intuitive image according to the language, so it is also observable and intuitive to some extent. For example, for the establishment of the concept of particles, if only "points with quality" are emphasized, students will always feel abstract and difficult to understand. However, if the popular word "tiny" is used to compare the linearity of two objects and the distance between them, students can imagine the model of particles in their minds, which will help to establish this abstract concept. (5) The classroom oral language of art teachers should be emotional and artistic. Practice has proved that emotional language can stimulate students' corresponding emotional experience, enhance their sense of reason, stimulate students' curiosity, and make students better accept and understand what they have learned in the process of "moving with emotion". For example, when it comes to key and difficult points, the tone is aggravated; When it comes to doubt, the tone is raised and the ending is lengthened and paused. Make the teacher's "speaking" and students' "listening" in harmony, that is, the "teaching process" and the "thinking process" of learning are synchronous, "resonant" and unified. Imagine what it would be like for a radio announcer to talk about physics in the tone of radio news! Not to mention the effect of an emotionally poor and cold teacher teaching in plain language. Therefore, it is necessary to highlight the characteristics of oral English in physics class and make it artistic, so as to make the class lively and fascinating. Second, the design and application of oral English in class (1) should be carefully scrutinized scientifically and accurately. Although the spoken language in physics class should be as vivid, vivid and easy to understand as possible, the key points should be systematic and not vague in order to describe the physical concepts and laws scientifically and accurately. Careful analysis of physical concepts and laws is also helpful to deepen the understanding and mastery of concepts and laws. For example, in the definition of force, "force is the interaction between objects". By emphasizing the word "mutual", students can really understand the interaction between two or more objects and lay the foundation for the study of Newton's third law. Another example is Pascal's law that "the pressure acting on a closed liquid can be transmitted in all directions by a liquid with a constant size". By analyzing these 26 words word for word, we can know that the conditions for liquid to transmit pressure are closed; External pressure of the object; The size of the feature remains the same in all directions. Through this analysis, it is not only helpful for students to master the physical essence of the law itself, but also convenient for students to remember. The same is true for the teaching of some similar physical concepts. Through the analysis of the original concept, students can draw the definition of the new concept by themselves. For example, when learning vaporization heat, you can correspond to the heat of fusion you have learned word for word, and students can sum up what vaporization heat is. This not only trains students to express scientifically and accurately, but also makes students consciously deepen their understanding of the concept of vaporization heat. In addition, in some key words commonly used in class, we should also choose words and not be vague, such as "just" and "at least"; "Static" and "zero speed"; "increased several times", "increased several times" and so on. In short, we must chew over words and choose carefully, which can not only make the description of physical concepts, laws and conditions scientific and accurate, but also help students understand and master physical knowledge. (2) Creating scenes for vivid expression. Due to the limitation of students' thinking level, the understanding of many abstract physical models, concepts and laws is limited to superficial and specious understanding. This requires teachers to create corresponding physical scenes, transform scientific abstractions into cartoons and examples that students are familiar with and like, and help students establish the connection between old and new knowledge, so as to adapt and assimilate new knowledge better and faster. Generally, the following methods can be used to create physical scenes to make classroom oral English vivid. 1. Use poems, allusions and stories to bring students into the physical scene. Some teachers use the poem "Red, orange, yellow, green, blue and purple, who is dancing with colorful chains" as the beginning of the section "Dispersion of light"; Taking the quatrain of "sitting on the ground and traveling 80,000 miles a day, observing the celestial phenomena and seeing thousands of rivers from afar" as the introduction of "reference objects and relative motion" is a good example. Let students turn their thinking to the physical content in poetry appreciation, so as to enter the physical world. In addition, if some new concepts are introduced directly, they are abstract and difficult for students to accept. However, if you skillfully use poetry allusions, students will first realize the necessity of introducing new concepts, so that when learning new concepts, they will not feel abstract and difficult to understand, but will feel deja vu. For example, the introduction of average speed and instantaneous speed, borrowing the allusion of "tortoise and rabbit race", said that the tortoise reached the finish line before the rabbit, and immediately asserted that "the tortoise is faster than the rabbit!" At this time, students often complain about rabbits. Take this opportunity to ask: "Then why did the tortoise reach the finish line before the rabbit?" After thinking, students will realize that it is impossible to defend their views only with ordinary speed, and they need to find a new concept, so that the average speed and instantaneous speed are naturally derived. With such psychological preparation, students will be abstract when they learn instantaneous speed again. 2. Use exaggeration, contrast and active thinking to strengthen memory. For abstract physical concepts and laws and their application scope, students always find it difficult to understand and remember, but if exaggerated and vivid metaphors are given, it can enhance the stimulation of students' cerebral cortex and strengthen their memory of knowledge. For example, when students describe Hooke's law, they often ignore the condition of "within the elastic limit". If the teacher simply repeats the law itself, it is better to ask the students in an exaggerated way: "If the spiral spring is forcibly straightened into a steel wire, is the elasticity still proportional to the elongation of the spring?" In this way, due to the sharp contrast between straight steel wire and spiral spring, the condition of "within the elastic limit" is easy to impress students in their minds. Another example is the abstract process of modulation, emission, propagation, reception, tuning and demodulation of electromagnetic waves that students can't see or touch. Students often face many new terms, regardless of cause and effect, and memorize them by rote, so arrogance is inevitable in application. However, if a series of familiar processes such as loading, leaving, running, entering, dispatching and unloading of trucks are used for image metaphor and comparison, students' dead thinking will be revived, which will help them master all the mechanisms and processes of electromagnetic waves and radio broadcasting. In addition, the analysis of some abstract physical processes can also be compared with what students are familiar with. For example, a question in a physics textbook: "When an object with zero initial velocity accelerates, how will its velocity change when its acceleration gradually decreases?" When students begin to learn, they always feel that the acceleration decreases and the speed decreases. To this end, you can borrow "if you deposit ten yuan in the bank today and one yuan in a row every day, what will happen to your total deposit in the bank?" In this way, by comparing things in students' lives, it is not difficult to answer the above questions and have a deeper understanding of acceleration. In short, using exaggeration and contrast to make physical knowledge come alive can concretize abstract concepts, visualize abstruse truths and make boring knowledge interesting. 3. Relax and be reasonable, learn useful and eliminate fatigue. Classroom teaching should be relaxed appropriately. After drawing important physical concepts, laws or formulas, students generally feel satisfied and tired, and their attention begins to be distracted. From the perspective of cognitive psychology, systematic and abstract knowledge teaching will have little effect when students relax. However, students' unintentional attention can be used, that is, interesting and humorous language or things can be used to attract students, so that they can eliminate fatigue and concentrate. For example, after talking about instantaneous speed, you can tell students such a humor: "A policeman stopped a speeding car and said to the driver,' Don't you know that the speed of this expressway is not allowed to exceed 40 kilometers per hour?' The driver replied,' My car just left 10 km. How do you know that my speed will exceed 40 kilometers per hour? "This kind of physical picture is vividly placed in front of the students. After listening to the driver's sarcastic answer, the students can undoubtedly deepen their understanding of the instantaneous speed. (3) Do a good job of "translation" In order to understand the spoken language in physics class, there are both pure physical language and real life language. As a physics teacher, we must grasp what teaching links, explain what content and use what language, so as to make physics class scientific, lively and easy to understand. This requires teachers to do a good job of "translation" between life language and body language while mastering professional knowledge. Only in this way can students be smoothly brought into the physical world, and physical knowledge can be easily understood and explained in simple terms. For example, students often say "×× (things) fell from above" and "It's really boring today". For such a language, teachers should guide students to say "×× (things) fall vertically from above" and "the temperature is really high today, and the relative humidity is also high". This statement not only embodies the essence of physics, but also is easy for students to accept, and is also conducive to a profound understanding of related physical concepts and laws. Words that are equally abstract and difficult for students should be "translated" into the language of students' life, and it is scientific. For example, after talking about what is uniform linear motion in physical language, we might as well add a sentence "Just walk in the same direction at the same speed", which will make physical language vivid and personified, and make it easier for students to understand the essence of abstract physical concepts. (4) Actors who master skills for artistic performance always have a gentle, comfortable and impassioned tone with the development of the plot, which makes the performance effect closely connected with the audience's heartstrings, which is one of the important reasons why radio storytelling can attract the broad audience. Similarly, physics teachers should also master language skills, so that the intonation of oral English in class changes with the different teaching process and content, thus attracting students' attention and achieving good teaching results. Psychological research shows that unintentional stimulation is a kind of mechanical stimulation, which will affect the concentration and maintenance of attention. Therefore, we should pay full attention to the skills of classroom oral English in teaching. In different links of teaching, according to different teaching contents, we should use different language skills, and generally pay attention to the following aspects. 1. When introducing a new class, we use the tone of association, inspiration, reasoning and search to give students a sense of suspense and make them want to learn, so new teaching content is naturally introduced. For example, in the introductory course of "Refraction of Light", students can review and describe what is light reflection. When the student said, "... when it touches the interface between two media, there is some light ...", the teacher immediately asked, "Where did some light go when it reflected back to the original media?" After the question is put forward, students will engage in positive thinking activities to associate and judge the whereabouts of another part of the light. When students realize and answer "Another part of light enters the second medium", they ask: "From which direction does it enter the second medium?" Through such a series of questions, "refraction of light" is naturally introduced. The use of such questions and intonation can undoubtedly enlighten students' wisdom and stimulate their curiosity and interest in further study than the teacher saying "Today we are going to talk about XX Festival" in class. 2. When emphasizing key knowledge content or key links, we should use a firm, decisive and even mandatory tone to give students a feeling of "it must be so overwhelming" to strengthen the impression of key content in students' minds. For example, in the expression and interpretation of Lenz's law, language stress should be placed on key words such as "forever", "obstacle" and "change". This kind of intonation plays a role of reminding and emphasizing students, which is convenient for students to master the characteristics and essence of such an abstract law. For another example, in the expression and explanation of "an object moves in a straight line, if all displacements are equal in any equal time, it is called uniform linear motion". If "any" and "all" are emphasized, the implication is that the displacements with equal time are not equal to other displacements. Therefore, rereading the word simple breaks the key to uniform linear motion. 3. After drawing the main concepts and laws, students can have a rest in a relaxed and happy tone. If students are not given time to breathe after analyzing Coulomb's law, and the content, essence and application scope of Coulomb's law are overemphasized, students will feel very tired and unacceptable. If we can relax a little, such as using a light and friendly tone, interspersed with some episodes about how Coulomb skillfully measured electricity in those days, or borrowing the relevant contents of the law of gravity to make a comparative explanation of Coulomb's law and its applicable conditions, students can take a nap in the appreciation of scientific beauty and harmonious beauty, so that their brains can be adjusted, thus laying a good spiritual foundation for later study. 4. When analyzing the physical process, we should be able to make the classroom oral English as vivid as possible, so that students can feel immersive. For example, the sound of bullets shooting from the gun bore is crisp and deafening; When the car brakes suddenly, the noise stops suddenly, and so on. Using language to create physical scenes, so that students' thinking can be consciously brought into the physical process through teachers' oral language, so that students will feel full of fun and endless fun in this physics class. Third, how to improve oral English in class (1) Read a lot, pay attention everywhere, and study and accumulate materials. In order to improve the oral English in physics class, we should read a lot of newspapers, magazines and books purposefully, and pay attention to collecting and accumulating relevant materials. For example, read some essays, novels, poems, popular science books and so on. And study and accumulate materials that are closely related to students and have certain physical value. At the same time, pay attention to some physical problems closely related to students' life in daily life, and make them the content of physics class through scientific and reasonable simplification. When preparing lessons, as long as these accumulated materials are processed in Chinese and physics, the oral English in class can be vivid, vivid and easy to understand. Therefore, as a physics teacher, it is not enough to have profound physical knowledge, but also to have extensive knowledge to enrich and improve the oral English in class. (2) Be good at learning and thinking, and improve their own quality. Teaching is a science and an art at the same time, and classroom oral English is an art in art, and language cultivation cannot be separated from theoretical cultivation and ideological cultivation. Therefore, physics teachers should not only learn physics knowledge, but also learn dialectics of nature, pedagogy, psychology, linguistics, logic and other disciplines, and combine their own content and thinking methods with physics teaching practice to improve their theoretical cultivation. Only when teachers' quality is improved can oral English in class be more vivid, accurate, clear, philosophical, logical and appealing. (3) extensively study, master skills and improve the level of eloquence. The same cross talk theme, different cast shows different effects, mainly because different actors have different eloquence levels. Therefore, in order to make the classroom oral English perfect, teachers are required to collect the characteristics of various oral English such as announcers, actors, experienced teachers and even eloquent students, understand their respective language skills, learn from each other's strong points and practice imitation, so as to enrich the physics classroom language and improve the classroom oral English level. Fourth, several problems that should be paid attention to when using oral English in class (1) should be closely coordinated with body language. If the oral language in class is divorced from the teacher's body language, the living physics teacher will become a rigid tape recorder, which will greatly affect the teaching effect. Only by organically combining the cadence of oral English in class with the urgency of teachers' body movements and even facial expressions can teachers' explanations be full of emotions, lively and fascinating. This can be compared from the effect difference between watching some sketches and listening to their live broadcasts, which is self-evident. (2) Popular but not conventional. In a class with beautiful language, it is really important to pay attention to the popularity of spoken language, but popularity does not mean vulgarity, nor is it glib, playing tricks to impress the audience, making the physics class a "farce". For example, some teachers evaluate students' bad habit of solving problems without asking about the physical process, which takes a long time and has poor effect, and it is a waste of wax to light a lamp for the blind. Although these words are popular, they are inevitably vulgar and the language is not beautiful. If the sentence "like a blind man riding a blind horse can't walk straight" is changed, it will be beautified to replace "blind man" with "blind man". There can be a little humor and laughter in physics class, but this humor should be scientific humor, and laughter should be the sweet laughter that students give out after tasting in the process of recalling physics knowledge. (3) stick to the theme and don't talk big. Although the spoken language in physics class requires vividness, vividness and easy to understand, it is not an abuse of language, rhetoric, infinite exaggeration and wanton exertion, let alone Wan Li's boasting. What needs to be clear is that all the requirements for oral English in class are for students to better understand and master physics knowledge. Therefore, the narrative of oral English in class must be closely related to the subject content. Of course, in order to enliven the classroom atmosphere and broaden students' horizons, we can talk about some digressions appropriately, but we must not digress too far, otherwise it will weaken the classroom learning atmosphere and disturb students' continuous thinking. (4) Flexible use of oral English in combination with age characteristics Due to the objective differences in age and thinking ability of junior and senior high school students, students at different stages have different requirements for teachers' oral English in class. Generally speaking, junior high school students mainly think in images, so teachers should use some vivid and popular language to explain it better. High school students have a certain ability of abstract thinking, and their interest has changed from intuitive interest to exploring the causal relationship of things, so teachers should pay more attention to organization and logic in their oral English in class.