(A) adhere to the principle of full staff
The process of students' learning physics knowledge is mainly the process of mastering physical concepts and laws, and skills such as observation, experiment and mastering physical methods are interspersed and infiltrated in the understanding and application of concepts and laws. In the process of learning, students will confuse objectively dissimilar things because of the objective similarity of knowledge and the artificial synonyms of different students. Not used to expanding imagination or replacing dynamic imagination with static imagination, memory often replaces imagination, leading to one-sided analysis. Lead to errors; Because we can't think in a developed, open and comprehensive way, we can't consciously grasp the whole and go deep into the essence, which leads to mistakes. Due to the differences in cognitive level and other psychological factors, students can't accept the concepts and laws of physics normally, and some students find physics difficult to learn psychologically. Some physics teachers prefer good students, pay attention to training, discriminate against "poor students" or simply give up. This will only make some students develop better under the care, while other students' self-esteem will be hurt, their self-confidence will be hit and they will not get the development they deserve. Therefore, physics teachers should improve their own quality, adopt reasonable teaching methods comprehensively and scientifically, teach students in accordance with their aptitude, face all students, take "education for all" as the direction and take "everyone becomes a talent" as their responsibility.
(2) Adhere to the principle of comprehensiveness.
Intellectual education is a basic part of physics teaching, which includes knowledge education, ability training and skill training. On the other hand, the teaching achievements of moral education, aesthetic education and labor technology in physics education play a dynamic role in the field of consciousness and practice, and some effects are higher or different from intellectual education. Examination-oriented education attaches importance to intellectual education, the study and test of basic physics theories, and ignores practice and the relationship between physics and scientific and technological development and social development. It simply evaluates students' quality by scores and teaching quality by enrollment rate, which makes physics education only pay attention to the specialty of the subject and lose many educational functions such as moral education, aesthetic education and labor skills.
(C) adhere to the principle of effectiveness
The long-term effectiveness of quality education in physics teaching is mainly reflected in the scientific thinking method used and advocated in physics teaching, the ability cultivated by physics and the development of non-intellectual factors. Specific performance in the following aspects:
1. Cultivate students' scientific attitude of being meticulous and striving for perfection.
2. Establish the belief of trusting and relying on science and the spirit of seeking truth from facts.
3. Cultivate students' habit of cooperating with each other and others.
4. Pay attention to the cultivation of willpower, so that students can overcome all difficulties in learning with firm confidence.
(D) adhere to the principle of difference
When students study physics, the differences in intelligence level, existing knowledge base and mastering life experience will affect students' learning and mastering new knowledge, thus producing different learning effects. This requires physics teachers to treat each student as a small tree of different varieties in teaching, and provide them with conditions suitable for their own growth and help them develop according to their specific abilities and natural trends. That is to say, choose different methods to optimize education for each student and promote the maximum development of students' intelligence and ability.
(5) Adhere to the principle of initiative.
Students usually have a strong interest and curiosity in physics learning. Physics teachers should make full use of subject advantages, create a lively learning atmosphere, further sublimate students' natural interest, make them discover laws and solve problems independently like scientists, strengthen their belief in learning physics well, change them from passively accepting knowledge to actively exploring knowledge, and fully explore their intellectual potential.
Two, the implementation of quality education in physics teaching should grasp the following four specific operational links.
(1) Grasp the theoretical teaching link: In the teaching of physical theoretical knowledge, we should choose appropriate methods according to the teaching content and students' psychological characteristics, and cultivate students' observation ability, thinking ability and the ability to analyze and solve practical problems.
1. When establishing concepts, we should pay attention to cultivating students' abstract ability and generalization ability. For example, the concept of force is the generalization and abstraction of the concept of life (such as pushing, pulling, lifting and pressing). ), highlighting the essence of interaction. These idealized processes and models, such as "uniform linear motion", "glossy surface" and "point light source", are all formed by approximating complex phenomena and objects in life with simple conditions.
2. Students' judgment can be cultivated in the thinking process of making positive or negative conclusions about things and phenomena by using concepts. When the car stops suddenly, the object moving with the car will fall forward, because the object has inertia, and the students' judgment is cultivated in the analysis and judgment of this process.
3. Cultivate reasoning ability in routine teaching. For example, for series and parallel circuits, the process of deriving the relationship between total resistance and divided resistance can cultivate students' reasoning ability.
4. Cultivate the ability of thinking in images when teaching abstract knowledge. Imagining the molecular model and simulating the internal structure of atoms can cultivate students' imagination and thinking ability.
5. Cultivate students' dialectical thinking ability in theoretical teaching. Through the analysis of the formula, let students know that the factors affecting resistance are determined by P, L and S, and then cultivate students' dialectical thinking through comparison.
(2) Grasping the link of experiment teaching: Physics experiment is the basic means to achieve the goal of physics teaching, the process to realize the comprehensive application of brain, eyes and hands, and the important link to cultivate ability and develop non-intellectual factors.
1. Cultivate observation ability through classroom demonstration experiments.
The learning of concepts and laws in junior high school physics textbooks is mainly based on experimental demonstration. Teachers should arrange the order of demonstration, explanation and practice reasonably according to this characteristic, and guide students to observe and analyze correctly. Taking Newton's first law as an example, teachers can arrange for students to observe the experiment of cars sliding down an inclined plane on a rough plane and ask questions for students to answer. Then arrange the students to observe the experiment that the same car repeats this process on a less rough plane and a smoother plane, and compare the differences between the three. The teacher leads the students to discuss why there are different phenomena, and leads them to imagine how the car would move if the plane was absolutely stable. On the basis of students' discussion, Newton's first law is summarized. This process of demonstration, questioning, analysis and conclusion can help students concentrate from beginning to end, follow the teacher's thinking, from individual to general, from phenomenon to essence, and cultivate their thinking ability and scientific quality in rigorous analysis and reasoning.
2. Organize students' experiments to cultivate students' operational ability. Group experiment is an important part of junior high school physics teaching, which plays an irreplaceable role in cultivating students' observation and experimental ability, seeking truth from facts and scientific attitude, and stimulating students' interest in learning. In group experiment, students are both the subject of experiment and observation. Before the experiment, the teacher should arrange and guide the preview before class. In the experiment, some small competitions related to the experiment can be arranged to stimulate students' competitive psychology, cultivate students' interest and skills in experimental operation, and change students' interest from observation to interest.
Enter the interest in operation, and then experience the logical relations often encountered in physics, enter the state of active experimenters and researchers, and unconsciously improve the ability of physical experiments. At the same time, we should constantly explore the basic factors of quality education from the field and cultivate students' scientific quality of being brave in questioning, being good at questioning, being brave in exploring and seeking truth.
3. Cultivate creativity by trying experiments. Before the experiment. Teachers can arrange for students to preview the purpose, instruments, steps and data processing methods of the experiment. On the basis of students' preview, students can be encouraged to find better ways to arrange experiments, or to improve experiments with other alternative instruments. On the premise that students have completed the prescribed experiments, possible conditions can be provided to help them complete their own designed experiments, thus cultivating students' creativity. In the prescribed experiment or the experiment designed by the students themselves, the phenomena observed by the students and the data obtained will be inconsistent with the expected or known laws. It is necessary to educate students to respect objective facts, seriously explore the reasons why experimental conclusions are inconsistent with theoretical laws, and cultivate independent thinking ability and divergent thinking.
(3) Grasping the links of practice and examination:
1. The depth of classroom questioning should be moderate, and the teaching process should not be separated from teachers' questions and students' answers. Teachers' questions can only be discussed if students are interested. Therefore, teachers should ask questions in a moderate depth, in line with students' reality, so as to "get there in one jump". The teacher's questions should also highlight the key points and grasp the key points. In addition to teachers setting questions to inspire students, students can also inspire each other by asking questions, which can reduce students' thinking pressure, arouse the enthusiasm of all students, cultivate students' learning attitude of daring to ask questions, and cultivate students' belief in pursuing truth and their ability to analyze and solve problems independently.
2. Practice should be accurate and appropriate. In physics teaching, if you engage in "sea tactics", you can only make students mechanically memorize fixed solutions to some exercises, and you don't know much about the necessary knowledge of solving problems and why you do them, so you can't achieve the purpose of deepening your understanding of knowledge through exercises. Therefore, when instructing students to do exercises, teachers should focus on building an accurate model to describe the physical process with existing life knowledge and physical knowledge, so that students can learn to be good at finding hidden conditions from the sentences described in exercises. Then search for specific methods and means to solve problems, solve problems correctly, scientifically and rigorously, and improve the ability to analyze and solve problems.
3. Testing should be flexible. Physics test questions should be flexible and diverse, and try to be related to the actual production and life. Through the conception of test questions, situational design and problem design, the ability of students to master knowledge and use knowledge to solve physical problems is investigated. Through the analysis of actual physical facts, physical phenomena, physical images and dynamic physical processes, we can examine students' thinking level and identify students' scientific quality level.
(D) the "second classroom" link to grasp:
While cultivating students' scientific and technological quality in classroom teaching, we can't ignore the cultivation of popular science education and scientific and technological quality in extracurricular activities. Physics teachers can introduce the formation knowledge of wind, snow and rain and the knowledge of light propagation to students when they lead them on a spring outing. In the sports meeting, we can discuss the relationship between the travel and speed of sports with students through the different speeds of athletes ... so that students can feel that science is everywhere in their lives. It is also necessary to use extracurricular activities to hold scientific and technological lectures for students, introducing the frontier knowledge of science and technology, the growth process of scientists, and the direction of scientific development. And lead students to carry out various small-scale production activities to cultivate students' practical ability and creativity, which is conducive to the improvement of students' scientific and technological quality.