Paper Keywords Physics Teaching Problem Awareness Training

The implementation of the new curriculum reform puts forward higher requirements for the cultivation of students' problem consciousness. Starting from the meaning of question consciousness and its significance to physics classroom teaching, this paper talks about the role of teachers in physics teaching and how to cultivate students' question consciousness.

The philosopher Socrates said, "The problem is that midwives can help the generation of new ideas." Question consciousness is the driving force of thinking and the cornerstone of innovative spirit. Cultivating students' problem consciousness is the starting point of cultivating students' spirit of exploration and innovation, one of the keys to cultivating innovative talents and an important part of students' quality. Physicist Heisenberg said: "Asking correct questions is often equal to solving more than half of the problems", so it is necessary to cultivate students' "problem consciousness" and encourage students to ask questions in the process of inquiry.

First, the meaning of problem consciousness

Question consciousness refers to the quality of thinking doubt. That is, in the process of understanding and transforming the world, and accepting and disseminating knowledge, people think rationally about the internal laws and external relations of cognitive objects. It also produces a psychological state of doubt, confusion, anxiety and exploration, which in turn drives individuals to actively explore and focus on solving doubts, and finally forms new knowledge, new experience, new inventions and new creations.

Second, the significance of cultivating problem consciousness

1. Cultivating students' problem consciousness is the requirement of implementing the new curriculum standards.

The implementation of the new curriculum standard poses a severe challenge to the traditional classroom teaching. Cultivating students' "questioning ability" and "questioning ability" is formally written into the physics curriculum standard of junior and senior high schools as the curriculum goal. The important idea of the new curriculum reform is "student-oriented", which advocates students' active participation, is willing to explore and pays attention to developing students' scientific quality and innovation ability. This requires students to be good at finding problems and asking questions. British scientist Popper said: "The growth of scientific knowledge always begins with problems and ends with problems-deeper and deeper problems can stimulate new problems more and more."

2. Cultivating problem consciousness is conducive to cultivating students' innovative ability.

Innovation is the soul of a nation's progress and an inexhaustible motive force for the country's prosperity. Psychological research shows that problems are the starting point of thinking, and thinking without problems is superficial thinking and passive thinking. A strong sense of problems can encourage people to discover, analyze and solve problems continuously until they are innovative in thinking and inventing. Einstein founded the special theory of relativity after discovering the problem of Newton's law, the basis of classical physics. Einstein emphasized: "Finding problems and explaining them systematically may be more important than getting answers. The answer may be just a question of mathematics or experimental skills, but raising new questions, new possibilities and thinking about problems from a new angle requires creative imagination, which marks the real progress of science. " These theories and facts are enough to prove the importance of strengthening students' problem consciousness.

3. Cultivating students' problem consciousness is conducive to mobilizing students' initiative in learning.

Learning is the process of students' active construction, and students are the main body of learning. Cultivating students' problem consciousness can enable students to find, think and solve problems on their own initiative. In this challenging process, students become active participants in the teaching process and active seekers of knowledge, and also gain rich emotional experience, and their personality quality will be tempered, so that subjectivity will gradually form and develop.

Third, measures to cultivate students' awareness of problems

1. Creating appropriate problem situations is the key to cultivating problem awareness.

(1) Create problem situations through physical experiments. Physics is a science based on experiments. All kinds of physical experiments provide students with a lot of perceptual materials because of their intuition and visualization, which makes students full of interest, thinking, challenge, exploration and creativity, and can effectively stimulate students' curiosity and thirst for knowledge. Therefore, using the charm of experimental content to create problem situations can fully mobilize students' learning subjectivity and help teachers guide students to think and explore problems through experimental observation, research and analysis, thus revealing the essence of physical phenomena and exploring the inherent laws of physical phenomena.

(2) Make full use of multimedia technology to create problem situations. Multimedia teaching means can show students the mysteries of physics through rich and vivid situations such as pictures, words, sounds and animations, and students' multiple senses are stimulated and their thinking is active, thus causing problems.

2. Create a democratic atmosphere and stimulate problem awareness.

Teachers should change their ideas and create a relaxed and harmonious situational atmosphere for students who are suspicious. First, establish a correct view of teachers and students. Teachers should treat students democratically and equally, encourage students to question and ask questions boldly, encourage students to seek novelty and difference, establish a harmonious relationship between teachers and students, and provide sufficient sunshine, moisture and suitable soil for the growth of problem consciousness, so that it can take root, sprout and bear fruit. The second is the correct view of students. Teachers should respect the personality and individuality of all students, treat students' problems correctly, explore their valuable views without sarcasm or ridicule, follow the principle of suspending judgment, allow a hundred schools of thought to contend, and effectively protect students' problem consciousness; The third is the correct concept of classroom. Teachers should dispel students' fears that their questions will not be answered, that they will lose their prestige, or that they will occupy classroom teaching time and disrupt teaching plans. They should realize that question consciousness not only helps to overcome teachers' full questioning, but also can cultivate students' ability and habit of thinking questions. Students' wonderful questions can also supplement teachers' lack of preparing lessons, increase the amount of classroom information and improve the classroom learning atmosphere.

3. Teaching methods for students to ask

To cultivate students' awareness of questions, we should not only let students dare to ask and want to ask, but also let students ask. Teachers should teach students some questioning skills to improve their thinking quality.

Problems are the starting point and the end point of education. The purpose of classroom teaching is not to impart knowledge, but to stimulate students' problem consciousness, explore ways to solve problems, and especially form their own unique point of view to solve problems. Therefore, teachers must carry out problem-based teaching to stimulate, protect and develop students' problem consciousness, so that our students can have a strong problem consciousness and walk out of the classroom and go to society with more problems. ...

refer to

[1] Yan. Introduction to physics teaching in middle schools. Higher Education Press, March 2003.

[2] edited by Zhong Qiquan. Idea and innovation of new curriculum. Beijing Higher Education Press 2003.438+00.

[3] Zhu Muju editor. Entering the new curriculum: dialogue with curriculum implementers. Beijing Normal University Press 2002

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