Physics teaching is to guide and help students to discover and study the truth between things. The teaching content comes from life and is used in life. However, with the deepening of physics research, physics teaching knowledge is becoming more and more abstract, so it is necessary to make physics teaching alive. Based on teaching experience, the author expounds three practical ways of life-oriented teaching: introducing physics teaching from life examples, making daily activities into physics classroom, and consolidating physics knowledge with life practice.
Physics teaching; Examples of life; Life practice
Physics teaching in junior high school is the initial education stage for students to learn physics. During this period, students' understanding of physical science is vague, and teachers need to guide students to learn physical knowledge from life, so that students can gradually establish a systematic physical thinking mode and make physics teaching come alive. This not only meets the requirements of the new curriculum standards, but also can improve students' interest in learning physics and cultivate students' good habit of autonomous learning. Life-oriented physics teaching in junior middle school enhances students' ability to use physics knowledge, makes students understand physics intuitively, reduces the difficulty of physics teaching, improves the efficiency of physics teaching and promotes the development of physics teaching.
First, introduce physics teaching from life examples.
A good beginning is half the battle. Classroom lead-in plays an important role in the whole classroom teaching. Learning physics knowledge requires strong thinking logic. If students are not interested in physics class and have no patience and perseverance, the pressure of learning physics will become greater and greater. Therefore, from the beginning of the classroom, we should introduce new lessons by asking questions from life, stimulate students' desire to explore physics and stimulate students' interest in learning physics, which will greatly promote teaching. Life questioning conforms to students' cognitive characteristics, so that students can enter the classroom from their existing life experience, create reasonable life questioning scenarios, and let students feel the significance of learning in life. In the teaching of "three states of matter", at the beginning of class, teachers can group students in advance and collect their favorite items to bring to class. Because solid substances in life are common and easy to carry, the teacher should prepare a bottle of mineral water and several inflatable balloons in advance. Put the items prepared by teachers and students together and ask: What are the characteristics of these items? How should these items be scientifically classified? What other items in life can be classified according to this classification method? Students think there are several kinds of substances in physics. Inspire and encourage students to observe these projects carefully with questions and think about their own answers. Although students' thinking results may be biased, students will actively think at the beginning of the class, which is conducive to the smooth progress of the class.
Second, let daily activities enter the physics classroom.
The influence of the internet on human life is increasing, and people's acceptance of language is gradually decreasing. Language will become the palest expression, and it is difficult to change other people's views and viewpoints. The disadvantages of traditional physics teaching method are exposed, that is, the teaching efficiency is low, the teacher is passionate on the podium, but the students are sleepy below, and teaching and learning are completely out of touch. Therefore, students should experience, perceive and understand physics knowledge through some activities in daily life, and actively participate in classroom teaching activities. On the basis of students' daily activities, classroom activities conducive to physics teaching are carried out, so that students can learn to learn physics from life. In the teaching of friction, students can be guided to choose several places with great differences in smoothness on campus, such as the smoothest tile floor, the generally smooth cement floor, the generally rough printed floor and the coarsest mud floor, and put objects with the same volume, mass and shape, so that the students in the group can choose a representative respectively, and try to push the objects at the same distance in different places to feel the stress during the activity. Then discuss with the group of students to solve the problems such as what friction is, the size of friction is related to those factors, how to use friction reasonably in life, and how to prevent the harm caused by friction. In classroom activities, teachers should give correct guidance to prevent students from moving for the sake of activities and not thinking about teaching problems.
Third, consolidate physical knowledge in combination with life practice.
Learning is the process of integrating new knowledge into the original knowledge system, and the consolidation of knowledge is the main link to transform what you have learned into your own knowledge. There are two main ways to consolidate junior high school physics knowledge: through homework practice and application in daily life. The new curriculum standard strongly advocates reducing students' schoolwork burden, using scientific teaching methods flexibly and improving teaching effect. Therefore, homework exercises are not limited to written exercises. Students can solve problems related to a certain physical knowledge in their lives as homework or exercises, so that students can solve them independently. In daily life, teachers should collect more cases about physics teaching, and let students feel, explore and verify in practice through classroom explanation, thus strengthening the consolidation of physics knowledge. After learning the lesson of "Balance of Two Forces", the teacher should remind the students to watch the tug-of-war and learn the physical theoretical basis for the referee to judge whether the game will win or lose. In the balance of two forces, when an object is subjected to two forces in opposite directions and the same size acting on the same straight line, the object is in a state of balance, so what problems should the referee pay attention to in tug-of-war competition can better reflect the fairness of the competition. Let the students who love sports experience the charm of physics personally in sports, so as to consolidate the knowledge of physics. China students' practical ability needs to be improved, so teaching assignments and exercises need to be life-oriented, so that students can investigate, collect and sort out physical information and study some physical problems; Or make a water level monitoring device according to the relevant knowledge of buoyancy; Or read physics magazines and periodicals, explain them to students in the form of special reports, and so on. It can be used as homework or exercises to make students realize the role of physical knowledge in life and strengthen the consolidation of physical knowledge.
Physicists observe and study some phenomena in nature, and sum up a lot of systematic and theoretical physical knowledge, which makes it easier for people who study physics to communicate. On the other hand, the learned physical knowledge is used in life, which provides a lot of convenience for human life, so physical knowledge is inseparable from human life. Life-oriented junior high school physics teaching is conducive to stimulating students' interest in learning, enabling students to learn physics from daily phenomena, reducing students' learning pressure, reducing teaching difficulty and effectively improving teaching efficiency. Therefore, life-oriented teaching should be emphasized in education to optimize its effect.
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