Keywords: obstacles; Quality; Strategy; initiative spirit
I. Learning disabilities
1. According to the results of a comprehensive questionnaire survey on the current situation of students studying physics in our school, the current situation of students studying physics is: 57% students like this subject, and think that physical knowledge is closely related to modernization and daily life, which is practical and interesting. About 15% students can quickly adapt to the physics learning method in senior high school, and feel that they can solve problems as long as they have a deep understanding of concepts, and they don't have to memorize before exams, but they are also very happy. 34% students, especially girls. They think that high school physics is difficult to learn, not as lively and interesting as junior high school, and they feel boring. 8% students often can't do problems, and some even copy other people's homework, which leads to low test scores and weariness of learning. 9% of the students think that there are many applicants for the science examination, and physics is a comprehensive subject in the [3+x] comprehensive examination, which accounts for a small proportion in the examination paper. As long as they cope with the past, their interest in learning sometimes disappears.
2. Students' learning goals and motivations are also very different. 64% students don't know that learning physics is to improve their cultural quality and cultivate their practical application ability. They think that they are only in class, doing homework and coping with exams, and their understanding is not profound, which has caused great obstacles to learning physics.
3. Psychological disorder is also a kind of learning disorder that can not be ignored. It has three forms:
(1) inferiority complex. Before entering high school, some students heard that high school physics was difficult to learn. They think they are stupid, unsuitable for studying physics and depressed. They are mainly self-abased, afraid of hardship and fatigue. If they don't do well in the exam, they will be more pessimistic and form a psychological set obstacle.
(2) Dependence. Because of the long-term teacher-centered classroom teaching, and because of the intuition in junior high school physics, relying on memory and imitation can get better results, I have developed the habit of relying on teachers to explain, always hoping to have reference answers to help me solve problems, and I have developed the bad habit of not being good at independent thinking and relying on others.
(3) blindness. Due to the use of new textbooks in senior high school physics at present, the concepts are numerous and abstract, so it is necessary to apply various physical models instead of intuitive phenomena. Many students are not adapted to the new learning methods, and their learning focuses on rote learning, but they ignore an important link, that is, understanding, association, imagination and generalization. At the same time, the illustrations, charts and supplementary explanatory texts in the teaching materials have not been paid enough attention. This blindness in cognitive psychology and imperfect methods make the learning process in trouble.
Second, coping strategies.
1. Strengthen the adjustment and guidance of psychological factors and close the relationship between teachers and students.
Experience tells us that haste makes waste in physics teaching. Teachers should fully consider students' quality and psychological endurance, pay attention to the smooth transition from image thinking to abstract thinking, grasp the depth of classroom teaching, the setting of questions and the difficulty of examination questions, and protect the initiative and enthusiasm of most students. At ordinary times, teachers should contact students as much as possible, care and understand students, be good at capturing each student's potential and bright spot in learning physics, encourage more and criticize less, observe carefully, find, support and cultivate top students, and expand the team. For students with learning difficulties, through face-to-face homework, individual counseling, individual answering questions, etc., find out the problem, prescribe the right medicine, contact feelings, shorten the gap, psychologically eliminate the fear of difficulties and build confidence. When students feel the teacher's sincere care and love and warm and positive expectations, they will have psychological and emotional experiences of being trusted, encouraged and motivated, and they will happily accept the teacher's teaching and try to turn it into behavior, so as to realize our expectations. 2. Pay attention to the emotional communication in the teaching process.
According to the survey, an important reason why students like teachers' classes depends on whether the teachers' attitude is amiable or not, which tells us that a healthy teacher-student relationship can promote mutual trust between teachers and students, fully mobilize students' subjective initiative in learning and improve the learning effect. Sukotalinski said: "Learning in school is not to put knowledge from one mind to another without enthusiasm, but to have spiritual contact between teachers and students all the time." Students are always accompanied by certain emotions in class, and students' emotions are often closely related to their interest in teachers' teaching. Only when teachers trust students can they win their trust, and students can eliminate all kinds of psychological obstacles and study with confidence. Therefore, teachers should pay attention to the following four points:
(1) enter the role with emotion in the lecture. Teachers should arouse students' feelings with students' interest and love for science, serious attitude towards teaching and high-level teaching art. Teachers should make full use of body language, avoid imitating Newton lying under an apple tree, and observe the apple falling at that time, so as to find and solve the problem of inter-planetary gravity. He imitated Oster's example, placed a small magnetic needle around the current, and found that the magnetic needle was deflected, which revealed the function of the relationship between electricity and magnetism and showed the students the research process of science and the development process of physics by great scientists. At the same time, teachers should be deeply touched by the teaching materials, so that their teaching emotions will stir up and stimulate students' passion with their own spirit.
(2) Teachers must internalize teaching materials into their own psychological qualities. In teaching, we should integrate the thinking method, knowledge structure, causality and learning skills of teachers and textbooks, so that teaching is not simply to impart knowledge, but to sincerely reveal teachers' positions, viewpoints and methods, thus infecting students, giving them confidence and interest, and opposing scripted teaching and acting as porters.
(3) Teachers should be the object of students' cognition. Teachers' emotion is a silent language, and the teaching process is not only the information exchange between teachers and students, but also the emotional exchange between teachers and students. In addition to imparting knowledge in the classroom, teachers also carry out intangible courses through their own consciousness signals. Teachers enthusiastically inspire, induce and help students, which can enhance students' interest in learning and overcome difficulties, while students' good learning attitude gives teachers spiritual comfort, thus making classroom teaching more passionate and infectious. Only through such two-way communication, teacher-student interaction, teaching with learning, and promoting teaching with learning can students' main role be truly guaranteed.
(4) Pay attention to classroom emotional evaluation. The method of classroom evaluation can't be used only for simple evaluation of language. If your point of view is unique, other students should learn from you. Being brave in asking questions is an improvement in itself, which is very good and great. Thank you for your cooperation. You can also encourage praise and criticism through body language such as smiling, nodding and thumbs up, and you can also evaluate it with enthusiastic and inspiring demonstration explanations. On the other hand, teachers should also accept students' evaluation. When there are mistakes or deviations in classroom teaching, teachers should sincerely accept students' criticisms and correct them in time. In short, creating a scientific, democratic, harmonious and equal classroom atmosphere is not only conducive to students' mental health, but also conducive to cultivating students' innovative spirit and practical ability.
3. Pay attention to experimental research and highlight physical characteristics.
As an indispensable part of physics teaching, experiment can't be ignored. Doing experiments well can not only stimulate learning enthusiasm, cultivate interest, help students understand physical concepts, summarize laws and strengthen memory, but also cultivate students' observation ability, analytical ability, ability to solve practical problems and innovative spirit, cultivate students' scientific learning attitude, master basic scientific research methods and lay a foundation for future scientific research work. To this end, we should pay attention to the following four issues:
(1) Classroom demonstration experiment. For the purpose of teaching syllabus, on the basis of the existing experimental equipment, all the demonstration experiments in the teaching materials have been carefully designed and improved, making the experimental phenomena more obvious and intuitive. You can even give some relatively safe experimental operations to students, enhance perceptual knowledge and practical ability, eliminate students' dependence on learning, and completely change the bad tendency of oral experiments, blackboard experiments, teachers doing experiments and students watching experiments.
(2) Students experiment in groups. Students who experiment in groups in the laboratory often show great enthusiasm. Teachers should not only organize and manage the safety of experiments, but also emphasize the operating procedures. More importantly, they should encourage and guide students to explore boldly, dare to question, ask new and different questions, try their best to solve problems by themselves, and use limited time and equipment to cultivate students' innovative spirit. Teachers should not miss a good opportunity to cultivate students' innovative thinking ability.
(3) Extracurricular interest experiment. In extracurricular interest activities, teachers can set up extracurricular research experiments on some natural phenomena and hot topics of modern science and technology in daily life, and then divide male and female students into several experimental groups in proportion, organize students to study hard, learn to use the experimental methods, experimental skills and experimental instruments they have learned to design experimental schemes, deal with new problems, cultivate students' exploratory and creative thinking ability, and realize the positive transfer and innovation of experimental knowledge and skills. Students' thinking has a broad divergence space, and they should summarize and evaluate it regularly. For valuable and unique research results, encourage them to help students publish articles and actively participate in various competitions.
(4) Open the laboratory. In the past, the time for students to enter and leave the laboratory was arranged in advance. Due to the limited time, some students can't finish the task on time and don't make it clear. I don't fully understand the basic principles of the experiment, the causes of phenomena, the use of instruments, experimental thinking methods, data processing methods and error analysis methods involved in the experiment; Some students still want to leave. Therefore, under the unified management of laboratory administrators, the school can open the laboratory, break the time limit, let students freely enter and leave the laboratory as in the library, enjoy their studies and study hard, and let the wings of thinking soar in the vast space.
In short, in order to reduce all kinds of obstacles for students to learn physics, teachers should understand students' reality, trust students' ability, care and cherish students, establish an equal and friendly relationship between teachers and students, adopt active and effective methods, study hard, improve their teaching art level, adapt to the requirements of teaching reform and quality education, ensure the quality of education and training cross-century talents.