Classroom teaching is the main way of junior high school physics teaching, so how to make junior high school students gain more physics knowledge and ability in limited classroom has become an urgent problem for physics teachers to explore and improve. Especially when the transmission education under the traditional education mode can't adapt to the new curriculum standards, it is urgent to build a scientific and effective interactive physics classroom. Based on the characteristics of junior high school physics teaching and years of teaching practice, this paper briefly expounds the construction of interactive classroom in physics teaching, aiming at improving the teaching effect of physics classroom.

Junior high school physics; Classroom teaching; Interactive teaching

As the primary stage of physics, junior high school's teaching task is not only to let students know and understand the basic physical knowledge, but also to help students form the necessary physical learning ability in the process of physics teaching. Therefore, the so-called "indoctrination", "transmission" and "cramming" teaching methods under the traditional education mode are only based on theoretical transmission, and with the deepening of the new curriculum reform, the "heuristic" and "interactive" teaching methods can play a boosting role in cultivating students' comprehensive ability. So how to build a reasonable interactive teaching classroom? Based on years of teaching experience, this paper talks about the construction of interactive teaching mode and thinks about it:

First, cultivate the feelings between teachers and students and create a democratic atmosphere.

As we all know, students' enthusiasm for learning is closely related to their emotional attitude towards a certain course. When students like a subject, they will yearn for it from the heart and become interested. On the contrary, if there is no such happy mood, then it is impossible to form a learning enthusiasm. Therefore, physics teachers should grasp this psychological feature when constructing physics classroom teaching, go deep into students, put down teachers' airs, share joys and sorrows with students, build a good teacher-student relationship and create a democratic and harmonious classroom atmosphere. For example, a physics teacher can lead in an interesting story before formal classroom teaching. For example, "a bus was running smoothly during rush hour, and suddenly a cat ran out in front of it, and the driver braked suddenly." Just then, a man deliberately jumped at a lady in front of him. The lady said angrily, look at you! The man shamelessly replied: this is not virtue, this is inertia! " A short story caused the whole class to burst into laughter. The teacher asked the students while the iron was hot. Is a man's behavior virtue or inertia? Then guide students into the study of inertial knowledge. A short story can create a relaxed and happy physics class, and students enter the physics world with a smile, which stimulates their enthusiasm for learning.

Second, emphasize students' participation and cultivate independent ability.

The construction of interactive teaching classroom must fully respect students' learning subjectivity and their classroom democracy and freedom, so that students' learning emotions are not bound and controlled by the outside world. Moreover, physics is an inquiry subject. If the teacher instills the conclusion into the students at the beginning, the students will not feel the sense of accomplishment of exploration and discovery, let alone the vivid process of the formation of physical phenomena, which is not conducive to the students' learning of physical knowledge. Therefore, in physics classroom teaching, we should pay more attention to students' independent inquiry ability and emphasize their awareness of classroom participation. For example, when physics teachers learn the knowledge point of "stress", they can arouse students' thinking in various ways, activate students' thirst for knowledge, and then participate in the learning of knowledge points wholeheartedly. First of all, it can be expressed by animation. On the hillside full of snow, it is extremely difficult for some tourists to walk down the mountain step by step, while others wear neat ski equipment and slide down the hillside easily without any trace of snow sinking. Why is this? The use of multimedia animation can not only catch students' attention, but also display physical phenomena intuitively. Enhance students' sense of participation under the guidance of intuitive and interesting animation. Secondly, the conclusion of physics can not be reached without experiments, and one of the main ways to enhance students' sense of participation is to do experiments. Experiments can be big or small. For example, when learning the knowledge point of "stress", the physics teacher can ask each student to take out a pen and hold it with two fingers. Pinch the pen gently for the first time, and pinch it hard for the second time, and feel the depression and pain of pinching your fingers twice. A small experiment does not need to consume too much material and time, but the effect is remarkable. Students can understand the ins and outs of the knowledge point of "stress" through personal experience.

Third, carry out inquiry activities and cultivate comprehensive ability.

The new curriculum standard emphasizes that junior high school physics teaching should pay attention to observation, experiment, exploration and application, so a reasonable and scientific interactive teaching classroom should be a process in which physics teachers set conditions for students and try their best to cultivate students' physical ability. The conditions created by physics teachers here don't need to stick to the existing physics textbooks. They can go out of the classroom and enter life in various forms, including classroom experiments, extracurricular experiments, social surveys, visits, information collection and so on.

Fourth, explore "interaction" and emphasize "guiding learning"

1. Give full play to the guiding role of teachers to ensure real interaction. Junior high school students are active and have poor self-control. In order to avoid the formalization of interactive classroom, we can't leave the guidance, organization and help of teachers in the whole construction process. 2. Teachers should master the "degree" of interaction. Class time is limited, so physics teachers must try their best to grasp every minute of the class and pay attention to the appropriate benefits of interactive time. If there is too little interaction time between teachers and students, the effectiveness of the classroom cannot be guaranteed. The communication between teachers and students is too long, which is easy to deviate from the classroom direction and difficult to complete the teaching task. 3. Emphasize full participation. Full participation is the premise of interactive classroom. Physics teachers can group students according to their learning situation and give them research topics with different difficulties. And create an all-round interactive platform within the group, between groups, within classes and between classes to ensure the participation of all students.

Verb (abbreviation of verb) conclusion

In a word, the interactive teaching mode not only exercises students' comprehensive learning ability such as thinking ability and expression ability, but also makes students clear that they are the main body of learning, and the teacher is only the guide of the classroom. In order to create a reasonable interactive classroom, physics teachers should change "teaching materials" into "using materials", change teachers' knowledge authority into the exchange of information between teachers and students, give full play to the interaction between teachers and students, and achieve the best physics classroom teaching effect.

References:

Haron Lee. Student-centered, building an efficient physics interactive classroom in junior high school [J]. E-Magazine Teacher Edition in the New Education Era.2017 (07).

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