abstract:
With the continuous advancement of the new curriculum reform, great changes have taken place in the educational concept and system. High school has always been the most important stage in China's education, but the exam-oriented education system has always made high school students afraid of studying in high school. Faced with heavy schoolwork and the pressure of further education, some students have become machines that can only learn. Some teachers will only adopt the traditional teaching mode when teaching, without introduction before class. Teachers only talk about the knowledge points of learning in class, which increases the learning burden of students. Therefore, in order to adapt to the trend of the times, reduce students' learning burden and promote the innovation of China's education system, the Ministry of Education also clearly advocates the "people-oriented" educational concept in the new curriculum standard, so that students can acquire knowledge while studying and promote their all-round development. This paper focuses on physics teaching in senior high school and starts with effective classroom methods.
Key words:
High school physics; Classroom teaching; change
The latest edition of "Physics Curriculum Standard for Senior High School" points out: "Through diversified teaching methods, help students learn physics knowledge and skills, cultivate students' scientific inquiry ability, and gradually form students' scientific attitude and spirit." It can be seen that physics teachers in senior high schools can't just instill teaching. First, they should proceed from reality, find the fusion point between the new model and the old model, and then actively practice and apply it. In this process, we should also listen to students' opinions. At the same time, high school physics has always been an abstract subject that senior one students find difficult psychologically, and some students even reach the level of disgust. In fact, in the final analysis, the situation of these students is that teachers don't have much guidance in class, and they don't adopt various teaching methods to increase the diversity of physics classes. Therefore, in order to improve this situation, teachers should base themselves on physics textbooks and adopt diversified teaching methods to arouse students' enthusiasm.
First, the inquiry mode of reference questions
The core learning thinking of high school physics is actually very simple, that is, thinking hard, imagining physical concepts and knowledge points, and understanding and learning a certain content with a variety of different thinking. Over time, students will exercise excellent and cautious thinking when studying or answering questions, so as to get a perfect answer. According to this remarkable feature of physics, teachers can quote the way of question inquiry in classroom teaching to promote students to think about the deep meaning and function of physical concepts and understand the connotation of physical knowledge. This model can not only enrich the form of physics classroom, but also improve students' interest in learning physics, experience the essence of physics learning and enjoy the fun of learning in a happy classroom [1]. Question is the premise of inquiry. Teachers put forward appropriate and effective questions that are worth discussing and can also promote students' thinking, which can cultivate students' independent thinking ability. Moreover, in the process of problem discussion, students no longer pay too much attention to the results of learning but enjoy the learning process, which plays a very important role in improving students' inquiry ability and cultivating students' innovative spirit. Therefore, senior high school physics teachers should dare to abandon old traditional ideas and try different models. Adopt various teaching modes to improve the efficiency and quality of classroom learning. For example, when explaining "free fall", the teacher can first explain the knowledge points and application contents related to free fall. Then talk about the position and force of each time point in the process of free fall. Finally, the teacher put forward several key questions about free fall for students to think about, such as how the acceleration in free fall changes and whether the falling process of all objects is the same, so that students can think and explore. At the end of thinking, students can explain their thinking results. It can also let students do experiments in class, express their thinking content more clearly, let students know different thinking modes and methods, and create a colorful and joyful physics classroom. Unconsciously, students will master the knowledge in books, so that the classroom will progress smoothly, and teachers will naturally participate in the classroom, indirectly improving the quality and efficiency of the classroom.
Second, the use of cooperative learning model
Because of the complexity and diversity of physics class, there are many important problems in the learning process. For some students with weak foundation or poor learning ability, it is very difficult to learn. If only the problem-based teaching mode is adopted, it is easy to widen the learning gap between students, so students who do not study well will be under greater pressure. Therefore, based on the diversity of physics learning and students' situation, we need a model that allows students to drive students to think and explore, and the students in the class work together. Therefore, cooperative learning mode has entered our physics classroom, also known as group learning mode. Group learning mode refers to a learning activity with two or more students as a group, usually six people as a group. Group members should have students with excellent academic performance, students with poor academic performance and students with strong thinking ability, so as to ensure that they can help other students with their own advantages. We study and explore together, and * * * works hard and insists, because there is only one teacher after all, and in some places, teachers may have several classes alone, and their energy and time are limited. Group learning mode can not only reduce teachers' teaching pressure, but also cultivate students' collective consciousness and cooperative consciousness, and finally promote students' all-round development. For example, after explaining the law of electromagnetic induction, the teacher thinks that after students have basically mastered the contents and principles of the textbook, they can first make students think about how to apply electromagnetic induction knowledge in real electrical appliances through the mode of question inquiry, and then they can carry out activities about the application principles of electrical appliances in life in class or after class. At this time, they can compete in groups, and the members of the group can choose electrical appliances and research principles together, and then choose the right time to show and evaluate. Teachers should actively evaluate and evaluate students' advantages and point out their mistakes, so that students can not only learn physics knowledge in cooperation, but also use it in real life. It can also promote the atmosphere of learning physics in class and enable students to master basic physics knowledge and skills in autonomous learning and student-to-student communication.
Third, the use of life situation model
"Art comes from life, but it is higher than life." In fact, physics is not the art of life. Careful observation reveals that the learning and development of physics depends not only on the experiments and explorations of physicists, but also on the phenomena in life and their explanations. Therefore, in the process of physics teaching, teachers should not be too scripted and adopt the traditional cramming education method, but should combine the nature and characteristics of physics in class. Cite a large number of life examples and life experiences to help students understand the real source and use of physical concepts and let students use what they have learned in their daily lives. Students can understand and master the significance of physics learning only by applying the physics knowledge in the usual class to their daily life [3], and can also think about physics in their daily life. Over time, under the influence of this physical environment, students will form physical thinking and find that physical learning is actually very simple.
In short, there are many excellent methods to improve the diversification of physics classes in senior high schools, such as autonomous learning mode, autonomous experiment mode and intuitive teaching mode. When choosing these innovative modes, teachers should first choose the appropriate methods according to the learning situation in the class, students' acceptance and the learning content of this class, and can choose two or more modes in a class as needed. In addition, teachers should insist on using these innovative methods to fundamentally improve the current teaching situation and effectively alleviate the learning pressure of senior high school students.
References:
Hu Haitao. How to build an efficient physics classroom in senior high school [J]. College: Education and Research, 20 12 (17): 54.
[2] Xing. The Ecology of Physics Education and Its Enlightenment to Team Curriculum Reform [J]. Educational Science Research, 20 10 (1): 60.
[3] Chen Ling. Introduction strategy of physics classroom teaching in senior high school under the background of new curriculum standard [D]. Xinxiang; Henan Normal University, 20 1 1 (05): 23-24.
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