No matter in school or in society, many people have written papers and are familiar with them. The paper is of great significance to all educators and the improvement of human understanding. How to write a thoughtful and literary paper? The following is my paper on the current situation of physics experiment teaching reform in vocational high schools, hoping to help everyone.
Abstract: Physics is the key and difficult point in vocational high school teaching. Physics teaching includes theoretical teaching and experimental teaching, and experimental teaching is the core of quality education. Through the understanding of experimental equipment, the operation of experimental process and the summary of experimental results, students' independent practical ability and thinking ability are strengthened, and the effect of physics teaching is improved. However, influenced by the traditional educational concept and teaching mode, the phenomenon that physics experiment teaching in vocational high schools is ignored is still widespread. Therefore, by analyzing the present situation of physics experiment teaching in vocational high schools, this paper puts forward corresponding strategies for the application of physics experiment teaching, thus attracting the attention of educators and strengthening the application of physics experiment in teaching.
Keywords: physics in vocational high school; Experimental teaching; Current situation; Reform countermeasures;
From classical physics to modern physics, the emergence of physical theory is accompanied by physical experiments again and again, which shows that physics is based on experiments, so physics teaching should be combined with physical experiment teaching. With the requirement of quality education, it is an inevitable trend to reform and innovate physics experiment teaching to cultivate students' comprehensive quality and promote the benign development of physics teaching.
1, the present situation of physics experiment teaching in vocational high schools in China
From the absence of physical experiment teaching to the gradual increase of experimental equipment and in-class experiments, physical experiment teaching is constantly advancing and developing, but in the process of practical application and popularization, a lot of problems have been exposed. For example:
(1) Under the pressure of exam-oriented education, some schools and teachers do not attach importance to the application of physics experiment teaching in order to pursue high scores and enrollment rate, and they are still "old-fashioned" in the teaching classroom. The teacher speaks and the students listen. Explain the task of experimental operation through the experimental process, and then get the experimental theory and formula in the textbook. Students have no room for hands-on operation at all, and experimental theories and formulas can only be memorized by rote memorization and after-class exercises. Such a class has no interesting experimental phenomena and no fun to operate, and all it can get is a "high-scoring machine".
(2) The results of physics experiments are not included in the assessment system, which leads to students' neglect of physics experiments, resulting in the wrong idea that you don't have to study if you don't take the exam anyway, and the teacher is lazy, so you don't have to teach if you don't take the exam anyway. It is not conducive to the cultivation of students' interest in physics knowledge, nor to the application of physics knowledge and the test of after-school teaching effect.
(3) As the saying goes, "If a worker wants to do a good job, he must sharpen his tools first", and the school's equipment and laboratory are the guarantee of physics experiment teaching. However, in reality, experimental equipment and experimental equipment are damaged or incomplete after being used for a long time, resulting in the situation that only a few students can "use together" in the experimental class, which seriously affects students' mood in class, and there is a situation that watching other students operate during the operation is equivalent to their own operation. Therefore, in order to truly implement the physics teaching mode and give full play to its real utility, only by changing the above existing teaching status.
2. Explore the reform measures of physics experiment teaching in vocational high schools.
2. 1 Change thinking and cognition and reform teaching mode
Teachers should first recognize and attach importance to the importance of physics experiment teaching, and then change their educational concepts according to students' real situation, and guide students to ask experimental questions and design experimental processes independently, so as to realize experimental teaching in physics teaching. For example, in the section on the use of instruments, don't ignore the experiments in this section because there are few factors to consider in the examination scope, which will often lead to the embarrassing situation that "this instrument seems to be seen but can't be used" in real life. Therefore, in experimental teaching, let students know the names of instruments and their applications in physical experiments, such as common instruments such as scale, vernier caliper, balance, ammeter and voltmeter. It is also possible for students to prepare their own equipment for electricity, power and other related experiments in the future. In addition, through the physical experiment teaching, the theories and formulas obtained by students' hands-on operation can be easily understood and applied by rote.
Therefore, adhere to the experimental teaching mode, so as to cultivate students' interest in learning, practical ability and thinking ability, and lay a solid foundation for future physics learning. It is also important to pay attention to the school. In order to cultivate students' comprehensive quality, we should popularize physical experiment teaching, offer physical experiment courses, carry out physical experiment teaching evaluation and hold physical experiment competitions in schools, provide a good atmosphere for teachers to carry out physical experiment teaching, avoid the phenomenon that teachers are willing to carry out physical experiment teaching, but schools do not support it, and at the same time improve students' enthusiasm for learning physics and strengthen their participation in physical experiments and operations.
2.2 Incorporate the assessment criteria and improve the evaluation system.
Students' physics scores should include test scores and experimental scores, and form comprehensive scores according to different proportions, so as to improve students' attention to physics experiments and promote the development of students' comprehensive quality. Experimental operation is a process of cultivating students' practical ability, observation ability and cooperation ability. For example, in the experiment of "Exploring the Relationship between Deformation and Elasticity", two students 1 group, 1 person record, and then exchange roles.
Prepare the equipment needed for the experiment first, and then start the experiment. Fix the iron frame on the table, tie one end of the spring to the beam, erect a scale near the spring, and record the time and scale when the spring is not hooked. Then the operator hangs the hook code on the lower end of the spring, and the number increases in turn. The recorded students record the corresponding scales in turn. Finally, according to the recorded data, a coordinate diagram is established, and a curve with spring elongation as abscissa and elastic force as ordinate is drawn.
At the end of a round, two people exchange and then operate. Compare the operation of other students, find their own shortcomings, and compare whether the data obtained after the two experiments are the same. Finally, after discussion, the two men got the relationship between spring elongation and elasticity. Through this experiment, students' practical ability is exercised, and they not only know the experimental process, but also operate the experiment by themselves, and at the same time cultivate the cooperative spirit of team members. In this process, the teacher judges whether the experimental results are correct by observing whether each student's operation is standardized, makes a comprehensive evaluation and scores the students' performance.
2.3 meet the number of equipment and introduce advanced technology.
The purchase of experimental equipment in vocational high schools is the guarantee for the implementation of physics experiment teaching. In order to improve the teaching effect of physics experiments, we should first purchase a corresponding number of experimental equipment according to the number of students in the school, so as to facilitate some simple and routine experimental operations and ensure the smooth progress of students' physics experiments. For example, use ammeter and sliding resistor to study the relationship between current and voltage, and the relationship between current and resistance. However, in some mechanical problems, such experimental operations are difficult to implement and the results are not significant, so some emerging technologies need to be used to achieve better experimental results, such as virtual laboratory and 3D technology. Dynamic experiment is suitable for virtual laboratory. Students can simulate the motion speed (uniform motion, acceleration motion and deceleration motion) and trajectory (linear motion and curve motion) of an object through computer operation, so as to explore the relationship between free-falling motion, circular motion, uniform acceleration motion and friction, and present abstract dynamic changes in a three-dimensional way for students to learn and understand. At the same time, compared with the traditional laboratory, the risk factor is lower, which ensures the life safety of students. For experiments with long reaction time, the experiment time can be shortened to ensure the integrity of the teaching content.
2.4 Introduce professionals and upgrade their professional skills.
Teachers are the leaders of physics class, and their knowledge reserve, teaching experience and professional ability directly affect students' interest in learning and teaching effect. Therefore, teachers should constantly learn new knowledge, contact with new technologies, improve their teaching ability and experimental operation ability, and adapt themselves to the growing learning needs of students with their excellent quality. First, the school regularly holds training courses to learn how to better carry out physics teaching. Second, inter-school seminars are held regularly to exchange students' experience in physics experiment teaching and promote the better development of experimental mode. Third, pay attention to the application of science and technology. In the era of Internet and science and technology, research and application of virtual laboratory make experiments more effective. Fourth, when introducing talents, schools should not only look at teachers' academic qualifications, but also take teaching ability and comprehensive quality as evaluation criteria.
3. Conclusion
Physics experiment teaching plays an important role in vocational high school teaching. Through physics experiment teaching, students' interest in learning, practical operation ability, scientific exploration ability and thinking ability are improved, and comprehensive quality talents are cultivated. Therefore, this paper studies the reform measures of physics experiment teaching in vocational high schools from four aspects. They are: changing thinking and understanding, reforming teaching mode; Incorporate the evaluation criteria and improve the evaluation system; Meet the number of equipment and introduce advanced technology; Introduce professional talents and improve professional skills to change the problems existing in practical teaching, so as to promote the process of high-quality personnel training and physics teaching.
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