After this period of training, I have gained a lot and gained a profound understanding. I deeply feel that my teaching level and teaching methods need to be further improved, and I can't stay at the original level. During the training, I can listen to the lectures of many experts and famous professors, listen to their understanding of physics teaching in junior high school, observe the classroom teaching of front-line teachers and learn their teaching skills. For me, it is a baptism of thought, a shock of mind and an innovation of ideas. The main gains are as follows:
First, through this training, I saw the gap and learned the methods.
I don't understand teaching and research, and I don't think it's necessary. However, I am particularly awake. My class has great hidden dangers and is too arbitrary. I don't know the performance of effective and beneficial teaching process in the new curriculum. Through this period of study, I learned the most effective methods of physics classroom teaching and after-school counseling from them. This also strengthened my confidence in continuing to speak physics well. So this training is a timely rain for me, a re-education and a vivid hands-on coach.
Second, be a research-oriented teacher, constantly reflect and make progress.
Learn from reflection and improve from research. An important content of reflection is your own classroom teaching behavior, which teaching link is effective, which teaching goal is invalid, when students speak actively, why the classroom atmosphere is active, and so on; Study after reflection, find out the advantages and disadvantages, carry forward the advantages, improve the disadvantages, and then form your own teaching advantages, so that every teaching advantage can be built into a ladder to excellent teachers! Reflection after class, research before class. Study teaching materials and students, so that every teaching design has a bright spot and every class has a funny point; The beginning of the semester needs planning. Plan the teaching objectives and contents of the whole semester, especially the teaching content of writing, abandon the concept of "teaching materials are courses", make good use of teaching materials and surpass them at the same time. There is no best teaching profession, only better. Through continuous reflection and accumulation, we can get our own experience and methods, and deepen this method into theory, which is the highest realm of being a teacher.
Third, contact with each other and be a teacher that students like.
Teaching is hard, but we should always keep a warm heart in our work, and we can't ignore the communication between teachers and students. We should walk into the students, be their mentors, get close to their teachers, and get attached to the students, so that we can feel that teaching benefits from each other and reap the growth, progress and happiness brought by teaching.
The study of Journal of Physics Key Teachers 2 made me deeply realize that with the deepening of national education reform, new ideas and new models have penetrated into basic education. As a physics teacher, I should also reform and innovate the traditional physics teaching mode and students' learning methods, but I feel many problems in the specific teaching implementation process.
First, according to the requirements of the new curriculum standards, teaching has greatly strengthened inquiry learning and greatly mobilized students' enthusiasm, but at the same time, it has also felt the shortage of teaching time. In fact, the fundamental purpose of inquiry teaching is to let students experience the process of inquiry, and the way to learn inquiry learning is to cultivate their habits of active participation, willingness to explore and diligence, and to call back their creative passion, positive attitude and lively and cheerful mood, so it is worthwhile to take up more time. However, it should be noted that the implementation of inquiry teaching is not completely completed in the classroom. As long as students have the enthusiasm to explore, it is entirely possible to do what they are interested in and can do after class. In class, teachers only ask students to report the methods and results of inquiry, which can greatly save teaching time. As long as teachers can take care of the overall situation and plan the teaching materials in their usual preparation, they can solve the problem of time shortage, not just passive preparation and teaching.
Secondly, under the curriculum theme of "innovation, practice and exploration", teachers and students should work together to create a dynamic classroom. However, in class, we should solve the situation of "chaos as soon as we put it, and death as soon as we control it". On the one hand, according to the requirements of the new curriculum, non-guiding teaching must be carried out at the right time and at the right stage, but it is too dead to let students actively explore, encourage students to question and express their unique ideas from the perspective of students' physical and mental development level and actual learning interest. On the other hand, the complexity of classroom teaching requires teachers to bring students, teaching content, classroom experience and many other factors into the teaching process, and control the classroom appropriately, so that the classroom can be free from chaos and the learning environment can be harmonious.
In addition, we should deal with the relationship between students' autonomous learning and teachers' guidance. For example, when students are not good at cooperative learning, teachers should consider reasonable grouping, guide students to compete and cooperate reasonably, coordinate the relationship between class members, and change students' learning style from independence to cooperation; With the deepening of curriculum reform, gradually cultivating students' ways, principles, methods and steps to solve problems can overcome students' blind attempts and meaningless guesses in autonomous learning and improve classroom learning efficiency.
Third, in the past, the curriculum standards of basic education were unified and the goals were very obvious. We don't allow uncertain knowledge points to enter the classroom on the grounds of "exceeding the syllabus" and "not taking exams" On the contrary, the new curriculum increases the inherent uncertainty in teaching. For example, the uncertainty of teaching objectives, results, objects, contents, methods and processes greatly increases the uncertainty of classroom teaching. Therefore, under the background of the new curriculum, teachers are required to become researchers and decision makers. If they are not sure about classroom teaching, they can become organizers and participants in the creative use of living teaching materials. Because the new curriculum standard emphasizes the learning of "process and method" and the educational function of the curriculum in "emotion, attitude and values". Put "process and method, emotion, attitude and values" in the same important position as "knowledge and skills" and incorporate them into curriculum resources. Not everything in the textbook has been said. If we can't answer all the valuable questions brought by uncertain situations, we can make effective use of curriculum resources, give full play to the advantages of network resources, carry out discussion and research-based learning, and break through the limitations of classroom teaching.
Fourthly, the new teaching method has irreplaceable advantages of the traditional teaching mode, especially the differences in objectives: first, it pays attention to improving students' scientific literacy and promoting their development; Second, the target content is more comprehensive, including not only subject knowledge, but also scientific process, method ability, attitude and emotional values; The third is to unify the three goals in the process of scientific inquiry and emphasize the construction of knowledge in the process of inquiry. To develop in the direction of promoting students' development and being conducive to reform and progress, this requires teachers to boldly improve their own evaluation methods and methods in educational practice, without worries, and explore ways conducive to students' development. No matter how the textbooks are changed, laying a good foundation is always the primary task of primary and secondary schools.
In the process of curriculum reform, there will be problems, as long as we keep thinking, boldly update teaching methods and strive for perfection!
I have been teaching physics in the front line for 20 years, and I have always considered myself a relatively competent teacher: students like my class, leaders are very satisfied with my teaching, and colleagues regard me as an example for them to learn. But through this online study, I deeply realize that there are many problems in my teaching. Through this physical exercise and study, I deeply realize that our teachers must change their educational concepts, establish a "student-oriented" teaching concept, and stimulate students' thirst for knowledge and interest in learning with new teaching methods. Some problems in teaching are summarized as follows.
First, let students know the importance of taking notes.
The content of the textbooks used now is concentrated, but students should not only learn the "essence", but also make the content detailed and complete and increase a lot of knowledge. Therefore, it is necessary for students to take notes and improve various knowledge points. And with notes, it is also important for students to consolidate and review after class. Otherwise, students can't even answer some basic questions. So taking notes is also an indispensable link in physics teaching.
Second, keep in mind the basic knowledge.
Some people say that physics is the simplest subject in science, but I think physics is a science, but it is like a liberal arts. There are many things to remember, such as density formula, buoyancy formula and endothermic formula. There are many concepts, definitions, laws and principles. This knowledge is gradually introduced to students in the new class, and then summarized after a period of time, so that students can read, write and remember. Summarize some key points for students every day, so that they are willing to recite them. And benefit from the later process.
Third, a reasonable choice of teaching methods
To improve the quality of teaching, it is far from enough to rely on one's enthusiasm for work. For many students, it is easy to understand after class, but they are very confused after class. It is really easy to learn physics textbooks, which requires our teachers to guide students to learn. There is no idea when doing the problem, and some people report that each class is a little too fast. But I don't go to school very quickly, which is a normal teaching progress. What's the problem? Later, through the investigation of students, it was found that many students only understood in class, did not review in time after class, did not remember what they should remember, and did not consolidate their knowledge, so the more questions piled up, the more students felt that they could not remember, let alone comprehensively use them. In this way, students have a fear of difficulties and find it difficult to learn physics well. In view of these situations, I have taken the following measures:
1, in teaching, strengthen the connection between interest and old and new content, introduce the old and talk about the new and retro.
2. Through comprehensive comparison, sum up knowledge, achieve mastery through a comprehensive study, and reveal laws.
Don't try hard to catch up with the progress in teaching, otherwise it will cause students' "indigestion". Even some students can't keep up and lose confidence in learning physics well. In teaching, we should persist in facing all students, closely follow the teaching materials, pay attention to basic knowledge, and don't talk about difficult problems and digressions. In the teaching methods, we strive to be gradual, so that students can easily accept and understand. Pay attention to controlling the difficulty of test questions in each exam, so that most students can pick peaches on tiptoe, which fully makes students feel that learning physics well is not unattainable.
4. Teaching discussion of two kinds of problems.
Short answer questions and comprehensive experiment questions are two kinds of questions that many students find difficult, including some students with good grades. They dropped a lot of points in the previous exam. Some students don't know what physical knowledge to use to explain the short answer questions. Those with better grades know the knowledge principle used to solve problems, but the expression is not clear. They wrote a big article, but they didn't get to the point Therefore, in this kind of questions, we should make more efforts to find some questions for students to practice. Let them understand the meaning of the topic, what knowledge principles should be used to answer it, and how to describe it accurately and completely.
The comprehensive experimental questions have many words, new information, large reading volume and strong concealment, and students are afraid at first sight. If you want to answer the comprehensive experimental questions well, you should do the following: 1, be pragmatic, combine with reality, keep training and improve your ability to use knowledge; 2. Pay attention to cultivating and improving reading comprehension ability and learn to examine questions. Through reading, we can extract, reorganize and process some information in the question, and find out the experimental purpose, known conditions, relevant data and relevant information.
Five, do a good job in the final review, and strive to achieve good results.
The quality of the final review directly affects the results of the exam, so the final review should be carried out in a planned and purposeful way. At every stage, we should be aware of it. Review exercises and test questions should be strictly screened, and different levels of topics should be counseled and practiced, so that students with learning capacity can increase the capacity of extracurricular homework and increase the difficulty of adapting to the exam; For students who are a little worse, I will arrange some less difficult questions and try to improve the passing rate of the exam. In the review process, I will keep abreast of students' mastery and application of knowledge through students' feedback, do a good job of counseling and improve the focus of review. I also hope that through this study, my physics teaching level can go up a storey still higher.