First, create a harmonious atmosphere and establish students' innovative ideas.
American psychologist Rogers believes that "successful teaching depends on sincere ideals and trusted teacher-student relationship, and on a harmonious and safe classroom atmosphere". There is a general tendency in traditional teaching to "teach for exams and learn for exams". Once in class, the teacher said earnestly that the students listened uninteresting and practiced repeatedly mechanically, which consumed a lot of time and energy and seriously stifled students' initiative, enthusiasm and creativity. This teaching idea of exam-oriented education has a deep-rooted influence on teachers' teaching concept, the full implementation of quality education and the cultivation of high-quality innovative talents.
Therefore, in classroom teaching, teachers should constantly update their ideas, establish innovative ideas, treat students as researchers and collaborators in teaching, and really shift the focus of teaching from "teaching" to "learning". We should be good at "encouraging students with enthusiasm, influencing students with love, and helping students with patience" to win students' love and trust in teachers, so as to create a democratic, equal, cordial and cooperative teaching atmosphere, which is conducive to eliminating students' timidity and dependence, enabling students to express themselves fully and freely, being good at expressing their thoughts, understandings and emotions, igniting the spark of longing for knowledge and being good at expressing, and effectively cultivating students.
Teachers should also be good at developing students' thinking potential, keep abreast of students' actual needs, listen to students' opinions, understand and respect students' reasonable requirements, and pay attention to using democratic teaching methods, such as discussion, communication and group cooperation. These methods can brainstorm, which is not only beneficial for students to communicate with each other and learn from the strengths and advantages of others, but also enables students to remain positive and optimistic all the time, and strive to explore the strong desire to succeed again, thus promoting students' creativity.
Second, cleverly set questions to stimulate students' innovative inspiration
"Learning begins with thinking, and thinking begins with doubt". Teachers skillfully set questions, which can stimulate students' desire to know, analyze and solve problems. Only when students have problems can they be motivated to discover, think and develop their creativity, thus broadening their horizons, broadening their knowledge fields and stimulating their desire to know, analyze and solve problems. In teaching, teachers should encourage students to think, ask questions and answer according to the actual situation of the class, so as to cultivate students' interest in inquiry learning. For example, when teaching the relativity of sports, teachers can set questions: "Is our classroom moving or static?" "When I walk on the platform, do the buttons on my body move or stay still?" Wait for questions. At this time, the students have all kinds of opinions, some of which are judged in this way and some of which are said in that way. It is conceivable that students are interested in inquiry learning. Then, combined with the students' learning, the teacher further asked the question: the classroom seems to be motionless relative to the ground, but in fact it follows the earth "sitting on the ground and traveling 80 thousand miles a day, patrolling the sky and watching the sea." The buttons on the body move relative to the ground, while the clothes on the body are static. It can be seen that stillness is not absolute, but relative. Let the students express their opinions and inspire each other through the teacher's clever questions. Students understand this truth. To describe the motion of an object, we must first choose a reference system, and different reference systems may describe the motion state of the object differently.
Of course, in the face of students' questions in the classroom, teachers should give full affirmation, protect their enthusiasm, let students walk into the classroom with questions and have exchanges and discussions. At the same time, teachers should patrol the classroom, guide students to solve difficult problems, guide students to broaden their minds and guide discussions in depth, so as to cultivate students' good study habits of thinking, doing things and talking, activate students' creative inspiration and provide protection for students to carry out creative activities. For example, after learning the lesson "Overweight and Weightlessness", a student asked: In weightlessness, astronauts in artificial earth satellites weigh objects with dynamometers, but when they weigh objects with dynamometers on the surface of the moon, their weight is one-sixth of the surface of the earth. As we all know, the moon is also a satellite of the earth, and it is also in a state of complete weightlessness. Why are there different situations? Raising this question shows that these students are good at association and have the courage to use their brains. Teachers should give enthusiastic affirmation and inspire students to analyze, communicate and discuss, so that they can also have a happy mood and enjoy the joy after success, thus stimulating their feelings of learning physics and creating the best knowledge-seeking situation.
Third, create learning situations and train students' divergent thinking.
Guildford, an American psychologist, believes that divergent thinking refers to "generating information from given information, with emphasis on generating various and numerous outputs from the same source". Among the elements that constitute intelligence education, the cultivation of thinking ability is at the core. Divergent thinking emphasizes finding a variety of correct ways through association and migration to form as many answers as possible to the same question. In the process of physics teaching, teachers should provide students with opportunities to demonstrate their creative thinking ability, strengthen divergent thinking training, help students broaden their thinking, enrich their imagination, change passive learning into active learning, and improve the quality of learning.
Middle school students are quick-thinking and eager for knowledge. Creative thinking and abstract logical thinking will be in a favorable position when they constantly conceive coherently around a central issue. Students can observe, analyze and solve problems from different aspects and angles. Teachers should constantly create a good learning environment in classroom teaching and develop students' thinking. For example, in the "momentum" teaching, teachers can ask students questions: a teacup is easily broken when dropped on the concrete floor, but not easily broken when dropped on the mud floor. Why? We are very familiar with these phenomena, but it is difficult to explain them. By creating this heuristic and radioactive problem situation, students can have expectation psychology, stimulate learning motivation and maintain strong learning desire and interest.
For another example, when I was talking about Newton's laws of motion, I asked students to do an experiment: find a bottle of mineral water, and there is a bubble in the bottle, so that students can suddenly speed up the bottle. Please observe the direction of the bubble relative to the bottle. At first, the students agreed that they should move to the back of the bottle, but as a result, they found that the bubble moved to the front of the bottle. So a student immediately asked: Why is the bubble in front of the bottle moving? What happens if the bubbles are replaced by wood or iron? The spirit of students' bold questioning is surprising. I am really glad that I have created a good inquiry learning situation, which has stimulated students' divergent thinking and ignited students' innovation sparks.
Fourth, optimize teaching methods and insert the wings of students' imagination.
Creative imagination is an important factor in the teaching process and should run through the whole teaching process. Imagination is the wing of a series of creative thinking such as discovery and invention. Students are the masters of teaching, and teaching serves students' learning. In teaching practice, teachers should encourage students to question independently and imagine boldly, and protect, develop and cultivate students' imagination. Teachers should make students feel that it is reasonable to imagine boldly and take intellectual risks, and create various classes to guide students' creative thinking, such as discussion and debate, so that students can express their opinions, think what people don't want, see what people don't see and do what people don't do. So as to optimize students' innovative psychological environment, stimulate their imagination impulse, associate novelty and broaden their thinking. Every class gives students a "free" space to think boldly, ask questions and argue.
In classroom teaching, teachers must constantly optimize teaching methods, create student-centered teaching methods, cultivate students' innovative consciousness to the maximum extent, and tap their creative potential. For example, in the intuitive teaching method, physical scenes are usually created by visual things such as objects, graphics and models. In physics teaching, we should pay special attention to the application of wall charts, textbook illustrations and teaching stick figures. There are schematic diagrams in wall charts and textbook illustrations, such as the synthesis of forces and the formation of rope waves; There are scene diagrams, such as interference patterns of water waves, launch of launch vehicles, Brownian motion phenomenon, weightlessness and so on. These wall charts and illustrations are interesting, scientific and vivid, and the physical phenomena and principles described are very attractive to teenagers. After careful reading, students will combine their own life accumulation in this area to produce associations and reverie. Another example is practicing the operation method. After studying the chapter "Electromagnetic Oscillation and Electromagnetic Wave", I took advantage of the activity time of the project to give a lecture on the principle and circuit structure of transistor radio. Many students became interested in this part, took the initiative to buy related components from radio manufacturers, and assembled a simple radio by themselves according to the circuit diagram. Teachers give guidance, guidance and guidance, and students actively study and study together under the best conditions, which not only promotes students' independent thinking ability, but also plays a role.
Another example: in the teaching of optical exercises, the teacher led to a topic: in order to observe the external situation from the inside of the tank, a small round hole was opened on the tank wall. A cylindrical glass is embedded in it, and the axis of the cylinder is perpendicular to the pool wall, and the thickness is the same. It is known that the refractive index of glass is n, the thickness of tank wall is d, and the radius of circular hole is r. What is the angle range that people in the tank can see the outside world through this glass? When students think, most students think that putting their eyes in the middle of the glass has the widest field of vision, which is wrong. So, how to guide them to get the correct problem-solving ideas? I gave an example: Look! What's outside the window? At this time, they all turned their eyes to the window, and I motioned them to walk around at will and choose a good observation angle. Then, I ran outside the classroom and stood in the corridor facing the window. My classmates are curious and don't know what I want to do. Then I began to move to the left and let the students observe the changes as my figure moved. At this time, the students standing in the middle of the window slowly lost sight of me. If they want to see me, they must move to the right, with their heads on the window lattice and their eyes on the glass. Then I ran to the far right, and they had to run to the left to see me. At this time, they soon understood a truth: to see the widest and widest, people should stand on two edges, not in the middle.
The setting of this innovative factor not only stimulates students' active exploration and learning interest, overcomes the dullness of physics classroom, but also activates students' imagination and innovative thinking, injects vitality into students' innovative learning and improves their listening efficiency.
Fifth, improve experimental teaching and cultivate students' creative thinking.
In the traditional experimental teaching process, classroom demonstration experiments are generally led by teachers, and students are just bystanders, passively observing experimental phenomena. In students' grouping experiments, students often "take medicine in order", which is limited to the experimental equipment of books and follows the experimental steps stipulated in books step by step. Under the above experimental teaching mode, students often lose their desire to explore and innovative consciousness, and the cultivation of innovative ability is out of the question. More in-class or exploratory experiments are not only to make students pay attention to the phenomena and things they are interested in, but also to guide students to gradually deepen and spread their thinking, increase students' hands-on opportunities, stimulate students' enthusiasm for learning, change students from "audience" to "director or actor", let students taste the joy of success and the regret of failure in exploration and practical operation, and cultivate students' innovative consciousness and practical ability.
If students are allowed to do experiments with simple equipment around them, it is easy for them to feel that physics is around them, and learning physics is not mysterious. Therefore, teachers can do physics experiments with common items in life, such as coke bottles, cans, straws and tape. A simple item can do multiple experiments to stimulate students' enthusiasm for innovation. For example, a coke bottle can do multiple experiments and interpret multiple experimental phenomena and principles. It is easy to highlight the physical principle of the experiment with simple equipment, and it is not disturbed by the complex structure of the equipment, so better results can be obtained. Maxwell once said when evaluating simple instruments: "The educational value of these experiments is often inversely proportional to the complexity. Although students often use homemade instruments to decompose, they will learn more than using complex instruments that need careful adjustment. Students easily rely on carefully adjusted instruments and dare not disassemble them into parts. " For example, in the experiment to verify the conservation of mechanical energy in the swing process of a simple pendulum, if the instantaneous speed of a ball at a certain position is measured by a photoelectric timer, students spend most of their time being familiar with the installation and use of the instrument and adjusting the position of the photoelectric gate, ignoring the purpose of our experiment to verify the conservation of mechanical energy. It is simple to cut off the cycloid with a shaving cutter close to the ball at a certain position, but it embodies the idea of integration of projectile motion and simple pendulum movement. Students fully understand this idea and are easy to accept this experiment.
In short, under the background of the new curriculum and the surging source of innovation, in order to cultivate innovative talents, teachers should first innovate themselves, break the traditional teaching concept that teachers are responsible for "teaching" and students are responsible for "learning", aim at students' development, strive to create a teaching situation that allows students to explore independently and divergent, encourage students to freely express their original ideas and have heated discussions, provide students with creative time and space as much as possible, and continuously cultivate students' discoveries.
(Editor: Chen Qiaoyun)