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Summary of junior high school physics experiment teaching paper 1 In junior high school physics teaching, physics experiment is an important link. Through experiments, students can deepen their understanding of physics knowledge and improve their enthusiasm for learning. In the process of hands-on experiment, students' hands-on ability, thinking ability and observation ability can also be improved. Starting with the significance and existing problems of junior high school physics experiments, this paper takes Suzhou Science Edition as an example to explore effective teaching methods of junior high school physics experiments in order to achieve better teaching results.

Junior high school physics; Experimental inquiry; Teaching strategy

Junior high school physics is a subject that focuses on cultivating students' analytical ability, logical thinking ability and observation ability. However, because of its abstract content, it is difficult for students to understand. Only through the teacher's explanation, students can't understand physics thoroughly. By conducting physics experiments, students' enthusiasm for learning can be stimulated. In the process of experiment, students can operate by hands, and cultivate their observation and analysis ability and practical ability. In the current actual classroom teaching, there are still some problems in the implementation of physics experiments. This paper analyzes the problems existing in junior high school physics experiment teaching and explores new methods of physics experiment teaching.

First, the significance of junior high school physics experiment inquiry teaching

1. Stimulate students' interest in learning physics: physics is difficult to learn, so many students have the psychology of escape and are unwilling to learn. Through the inquiry teaching of physics experiments, students can participate in the process of putting forward, exploring and solving problems, and uncover the answers to the questions in person, which can stimulate students' interest in learning. The problems raised in the experiment will be solved by students through independent exploration. In this process, students' awareness of active learning has been cultivated. Finally, solving problems can also enhance students' self-confidence, thus stimulating their interest in learning and exploring. 2. Deepen students' understanding of physical knowledge. In the process of exploring physics experiments, students need to have a certain foundation of physics knowledge in order to solve problems. By observing, analyzing and operating the experimental process, students will naturally compare and verify their knowledge with the physical laws displayed in the experiment, and finally draw a conclusion, so as to deepen their impression and understanding of physical knowledge in this process. 3. Improve students' comprehensive ability. The process of experimental inquiry is a process of cultivating students' comprehensive ability, which requires students to operate, observe and analyze in person, and the final solution of the problem needs students to sum up and put forward. In this process, students' practical ability, analytical ability and summing-up ability have been gradually improved.

Second, the problems existing in the inquiry teaching of physical experiments

1. The experimental teaching method is unreasonable. In order to achieve good teaching results in practical application, teachers need to adjust teaching methods according to the teaching content to ensure their flexibility. But in the actual teaching process, it is difficult for many teachers to do this. When conducting physics experiments, the teaching content, progress and students' physical level are not fully considered to formulate reasonable experimental content. Students are usually organized to carry out experiments only according to the introduction in the textbook. The problem is that some experimental contents in the textbook are too simple to deepen the knowledge of the textbook, while some experimental operations are too complicated for students to complete independently and it is difficult to achieve the expected experimental results. 2. Pay more attention to theory than experiment. Experimental inquiry teaching is widely used in junior high school physics teaching, but there are still some limitations in practical application, and the teaching application is not flexible enough. It is difficult for many teachers to get rid of the traditional teaching concept, and they still adopt a large number of ways to explain theoretical knowledge in teaching, with little experimental process. At the same time, due to the limitation of class hours, it is difficult to do one lesson of theory and one lesson of experiment. Usually, experiments are carried out after explaining a lot of theoretical knowledge. In this process, students' impression of the important and difficult knowledge explained before will gradually blur, and it will be more difficult to operate in the experiment. Over time, they will lose interest in conducting experiments, which will affect the learning effect.

Third, the effective teaching strategies of junior high school physics experiment exploration

1. Make the experiment close to life and stimulate students' interest. In order to stimulate students' interest in learning, experimental settings need to be close to life and representative. When students have interest in learning, they can actively participate in experimental inquiry and achieve teaching results. Taking the experiment of "light emission" in the chapter of "light phenomenon" in the eighth grade of Su Ke Edition as an example, after explaining the theoretical knowledge and making students understand the principle of light reflection, teachers can ask students about the light reflection they see in their lives and show some common light reflections through experiments. 2. The experimental design should have a purpose. In order to achieve the teaching effect, the design of the experiment should have a purpose and a clear goal, and the purpose of the experiment can be achieved through the connection of various experimental links. Taking the experiment of "Force" in the second volume of the eighth grade of Su Ke Edition as an example, we must first make clear the purpose of the experiment. The purpose of this experiment is to prove that "force and force are mutual", so the experiment content can be designed to squeeze two balloons filled with air. In this process, it can be clearly seen that the balloons are deformed because of extrusion, thus proving that the effects of force are mutual. 3. Adjust the teaching strategy flexibly according to the experiment. In addition to conducting experiments according to the teaching content, teaching strategies can be flexibly adjusted according to the experimental content. In addition to the teacher's demonstration, students can also be required to complete the experiment independently or in groups. For example, in the experiment of "Buoyancy" in the second volume of the eighth grade of Su Ke Edition, the purpose is to verify whether the deeper the object is in the water, the greater the buoyancy, and the teacher can ask the students to cooperate with each other in the experiment. Let the students prepare their own experimental equipment, such as iron bars, wires, containers, water, spring dynamometer, etc. A student controls the iron bar in the water and puts it in different positions in the water. Another student recorded the gravity displayed by the spring dynamometer in different positions in the water and measured the gravity of the iron bar in the air. Through the cooperation of two people, it is wrong to draw the conclusion that the deeper the water, the greater the buoyancy, which will deepen students' understanding of "force"

To sum up, in junior high school physics experiment inquiry teaching, we should pay attention to the actual situation to carry out teaching work, not only to be close to the textbook content, but also to stimulate students' interest in learning in different ways, so as to achieve the teaching objectives. In addition, teachers should constantly improve themselves, improve their experimental operation skills and professional level, so as to impart more knowledge to students.

References:

[1] Yin. Analysis of junior high school physics experiment inquiry teaching strategy [J]. Examination Weekly, 20 16, (70): 144- 144.

Abstract 2 [Abstract] Experimental teaching is the key to junior high school physics teaching. Optimizing experimental teaching and developing physics teaching in a flexible and personalized way can give full play to the potential of teachers and students. Based on the concept of integration, skillfully combining physical model, information technology, life situation and other means to optimize physics experiment teaching can make physics classroom full of vitality and vitality, which is more conducive to the improvement of students' physical core literacy.

[Keywords:] junior high school physics; Experimental teaching; Effective strategy

Physics curriculum is based on helping students to know and understand nature from the perspective of physics and construct a physical picture about nature; Guide students to go through the process of scientific inquiry, use scientific research methods, develop scientific thinking habits, and enhance innovative consciousness and practical ability; Guide students to understand the nature of science and the relationship between science, technology and social environment (STSE), form a scientific attitude, scientific world outlook and values, and lay the foundation for being a responsible future social citizen. Physics teaching in junior high school is the basic stage of the construction of students' physics knowledge system, which plays a very key role in further studying physics, cultivating core literacy and realizing all-round development. At present, there are still some disadvantages in junior high school physics teaching, such as rigid teaching form, inactive classroom atmosphere, low content of classroom thinking and dull learning, which affect students' learning efficiency and enthusiasm. How to effectively improve the efficiency of classroom teaching? Optimizing physical experiments is the key. Taking experimental teaching as a breakthrough to lead the reform and innovation of classroom teaching is the only way to improve the quality of junior high school physics teaching, which urgently requires teachers to innovate physics experimental teaching. Based on the concept of integration, implementing the following strategies can effectively improve the quality of physics experiment teaching.

First, combined with information technology to carry out experimental teaching, to achieve complementary advantages

Interest is always the best teacher for students. The rapid development of information technology has brought more choices to physics teaching. Teachers can completely combine experimental teaching with multimedia technology to make teaching intelligent and digital. From the psychological point of view, multimedia and diverse technical means and vivid forms of expression are very suitable for junior high school students' learning psychological characteristics of being active, inattentive and curious, which is very helpful to improve teaching efficiency. If we simply follow the book and instill long theoretical knowledge into students, the classroom will become boring. Physical experiment has the advantages of novelty and vividness. Using information technology to enhance expressive force in experimental teaching can better stimulate students' interest in inquiry. For example, in the teaching of convex lens imaging law, because the convex lens imaging law is very complicated for junior high school students, which is somewhat similar to the piecewise function in mathematics, the imaging results can be divided into three situations: real image and virtual image, enlargement and reduction, upright and inverted, as well as the dynamic change law of object distance and image distance, the size relationship between object distance and image distance, the imaging properties of special points of one focal length and two focal lengths, and the reversibility of optical path. Faced with such complicated knowledge points, the importance of experimental teaching is fully reflected, and the experimental exploration of optimizing the imaging law of convex lens is the key to this teaching. At the same time, in view of this teaching difficulty, after obtaining the imaging law from the experiment, or in the second class, using the Flash animation courseware of convex lens imaging law to demonstrate several situations of convex lens imaging again, which can not only effectively consolidate and review, but also help to combine the fragmentary experimental fragments in students' minds into a whole, so as to dynamically and integrally grasp various situations of convex lens imaging and realize a profound understanding in the true sense. When breaking through such teaching difficulties, it is an effective means to optimize experimental teaching by using multimedia courseware to assist experimental teaching and using the efficient dynamic function of virtual experiment to realize the complementary advantages of traditional experiment and information means. For another example, when students first come into contact with the concept of "refraction of light", it is not enough for students to fully grasp the characteristics of various physical phenomena only by relying on the simple content in textbooks and the simple demonstration by teachers. Teachers can make teaching PPT before class and show it through multimedia equipment. For example, in the teaching of "refraction of light", students can associate the scene of standing on the shore to watch objects in water, make animations with multimedia, show the propagation path and imaging of light path, and let students have a deeper understanding of the refraction of light and its application in life. Virtual experiment supported by multimedia technology can make experimental teaching more interesting and efficient.

Second, cooperate with physical model to carry out experimental teaching to improve reasoning ability.

Higher-level teaching is not to make teachers the center of the classroom, but to give students the initiative in the classroom and give full play to the students' main role. In the process of physics experiment teaching, teachers should encourage students to exert their imagination and associative ability. Scientific reasoning is not groundless, but it doesn't have to be too formal. As long as it is reasonable, even if the guess is biased, it should be fully affirmed. In order to facilitate students' understanding, physical models can be used to assist experimental teaching when necessary. For example, the change of water in three forms: solid, liquid and gas is a puzzling problem, but it is also a key knowledge that must be mastered. It is useless to emphasize this knowledge repeatedly. Only when students understand it can they master it accurately. In order to cultivate students' reasoning ability, the author asks students to talk about their understanding of "how water condenses into ice" and "how water turns into steam" before class. Some students use the life experience of heat expansion and cold contraction to explain: when it is cold, water molecules shrink into a ball and become solid; when it is heated, water molecules expand and disperse and become gas. Some students added that water molecules should attract each other, becoming stronger when it is cold and weaker when it is hot. Although these conjectures are not completely correct, they are all reasonable, so the author affirms their rationality first, and then throws out the correct ideas for students to think again. In this process, the model of water molecules is used to simulate the change of water. Each water molecule is represented by a small ball, and the mutual attraction between water molecules is represented by a small stick. It is attractive at low temperature, so the form of water is relatively stable in solids and liquids. With the increase of temperature, after water molecules gain enough internal energy, the intermolecular force is converted into repulsion, and the distance between molecules increases and becomes gaseous. Inspired by this, students' enthusiasm for inquiry is greatly improved, and they are scrambling to put forward their own ideas. This kind of classroom thinking is active and the teaching effect is very good.

Thirdly, the experimental teaching is carried out in connection with the life situation to cultivate physical thinking.

Thinking ability is the key for students to solve physical problems. It is very important to cultivate students' physical thinking in the teaching process. To cultivate physical thinking in junior middle school physics class, the following two aspects are essential: the cultivation of intuitive thinking and the physical exploration of life. For example, in the teaching of "refraction and reflection of light", the cultivation of intuitive thinking can be infiltrated: as for the angle relationship between refraction and reflection of light, teachers can first demonstrate to students and guess through direct observation. Most students will find that in the reflection phenomenon, the reflection angle and the incident angle are the same. In refraction, some students don't observe carefully and mistakenly think that the angle of refraction is as big or as small as the angle of incidence. Later, practice proved that students can correct their mistakes quickly, and at the same time, they also formed more accurate intuitive thinking when observing the same type of phenomena. The physical exploration of life, taking students' understanding of the difference between diffuse reflection and specular reflection as an example, can be carried out by combining experimental teaching with real life. For example, in an old movie projector, the light from the projector shines on the curtain. Because the surface of the curtain is not smooth and the light diffuses on the rough surface, people sitting anywhere can enjoy the movie. If you take a mirror and hit a beam of light on the mirror with a laser pointer, there is specular reflection at this time, so only people standing in a specific direction can see the light spot on the mirror. In this way, by combining with real life, we can integrate experimental teaching into real life situations and help students explore physical phenomena in real life. To sum up, teachers should be good at using multimedia technology, establishing physical models and combining life situations. In the process of physics experiment teaching, we should give full play to students' imagination, promote students' autonomous learning, cultivate students' physical thinking ability, accomplish teaching objectives with high quality and efficiency within limited classroom time, design classrooms with wisdom, lead learning with interest, and sublimate teaching with spirituality. Optimizing physics experiment teaching plays a very important role in improving teaching efficiency, achieving established teaching objectives and cultivating students' scientific literacy.

[References]

Hu jianle On the ingenious application of teaching experiment in junior high school physics teaching [J]. Middle school physics, 20 16(4).

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