An activity is the sum total of actions with the same purpose and fulfilling certain social functions. Activities are composed of purpose, motivation and action, and have a complete structural system. The following is a summary of my extracurricular interest activities in physics. Let's have a look.
Summary and selection of extracurricular activities in physics 1 Extracurricular activities in physics are an important supplement to classroom teaching. Students' participation in academic discussions, making scientific and technological models, watching experimental performances, conducting on-site visits, reading extracurricular tutoring materials and participating in various competitions can not only help them review, remember and understand what they have learned in physics and cultivate their ability to combine with practice, but also broaden their horizons, enrich their knowledge and attract them to explore new physical phenomena and laws. This is not available in class, nor can it be replaced by doing a few exercises. Therefore, physics extracurricular activities are an important aspect of physics teaching, which is not only a supplement to physics classroom teaching, but also an extension of classroom teaching. Students acquire systematic basic knowledge of physics mainly from textbooks, but the expansion of a lot of physical knowledge comes from extracurricular personal practice and extracurricular reading. Only by organizing classroom teaching and extracurricular activities organically can we cultivate students' interest in learning physics, guide them to analyze and solve physical problems through observation and hands-on practice, and gradually improve their ability to understand, master and apply physical knowledge.
1. Physical extracurricular activities can promote the transformation from basic knowledge to practical ability, which is an important way to cultivate students' ability.
After students get systematic physical knowledge from books, they should feel that this knowledge is useful and solves practical problems, so that they will be satisfied and have a new desire for knowledge. Therefore, in the process of imparting knowledge, we should constantly provide students with opportunities for practice. Developing colorful extracurricular activities is a very effective measure. Planned and step-by-step extracurricular activities can promote the transformation of students' basic knowledge into practical ability, which is an important way to cultivate students' ability. For example, after learning the principle of camera, organize students to participate in extracurricular photography group activities, and students will have a deeper understanding of the principle of camera. After learning the optical properties of convex lens and concave lens, organize students to make telescopes in the laboratory, and after learning the lighting circuit, organize students to install simple lighting circuits. Students will see the importance of learning physics knowledge from a large number of applications of physics knowledge, thus enhancing their confidence in learning physics well.
After students learn some physical laws and principles from books, it is not enough to let students understand these laws and principles more deeply. Students can use extracurricular activities to make some small works. For example, after learning that the length of spring elongation is proportional to the external force, students can make a dynamometer by themselves; After learning the floating and sinking conditions of objects, let the students make a floating and sinking object; After learning the balance condition of lever, let the students make their own steelyard and so on. For some important physical phenomena and experiments, you can also learn to do small experiments with self-made experimental equipment, such as measuring the specific heat of substances with two wide-mouth glass bottles of different sizes and a calorimeter made of wood and iron wire; Homemade electroscope, compass, etc. Through this series of extracurricular activities, students' interest in learning physics is stimulated and their ability is cultivated.
2. Extracurricular activities in physics can give full play to students' personalities and specialties and promote the development of non-intellectual factors.
Every student has a certain personality and specialty. Some students have a good grasp of basic knowledge, but they are not good at doing it. Some students learn basic knowledge in general, but they have strong hands-on ability. Beneficial extracurricular activities can promote the former and provide more opportunities for the latter, thus enhancing students' initiative in learning basic knowledge. Colorful extracurricular activities can give full play to students' personalities and specialties and promote the development of non-intellectual factors. For example, students will encounter many difficulties in the process of small production, and will experience the distress of failure, but through their own efforts.
Finally, we succeeded, from which we can educate students to respect objective laws, experience the hardships of scientists engaged in scientific research, taste the joy after success, and more importantly, exercise their will. In the essay competition, students will expand their imagination, consult relevant materials and read relevant extracurricular books, from which they will realize the infinite charm of physics knowledge and have great interest and emotion in physics. Psychology holds that: "Emotion is a special form of human reflection on objective reality. It is people's attitude towards external things, and it is people's experience of whether objective reality meets their own needs. " Anything that can meet the needs will lead to positive experiences, such as happiness, satisfaction and love. The particularity of emotion is determined by these needs, desires or intentions. If students regard learning physics knowledge as their needs, wishes or intentions in the process of learning physics, then they will have a strong interest in learning physics knowledge and a strong thirst for knowledge. Therefore, we should try our best to cultivate students' feelings for physics in physics teaching. From this point of view, physics extracurricular activities are superior to classroom teaching. Therefore, in the teaching process, we should do everything possible to organize students to participate in various extracurricular activities, so that students can learn knowledge and improve their ability.
Summary and Selection of Extracurricular Activities of Physics II This semester, I mainly did the following things, made some achievements, and initially completed the task of guiding students to participate in extracurricular activities.
1. Make a plan for extracurricular interest activities in physics at the beginning of the semester and submit it to the meeting of physics teaching and research group for discussion, so as to strive for the cooperation and cooperation of teachers in various subjects. Combining extracurricular interest activities in physics with specific inquiry-based curriculum reform and research-based learning process, emphasizing exercises to improve students' learning, understanding and application of physics, enriching physics teaching content, expanding students' knowledge horizons, improving students' interest in learning physics, and cultivating students' practical ability and technical skills; Emphasis is placed on cultivating students' innovative thinking and developing their innovative ability.
2. Use the campus network to create the homepage of physics teaching and research group, repost articles on popular science knowledge, set up lecture columns to cultivate students' innovative thinking, encourage students to participate in scientific and technological inventions and do small experimental papers, and collect innovative works from students.
3. Organize students to form a scientific and technological innovation interest group to give guidance and inspire students to think creatively and make small inventions.
Although some achievements have been made in physics interest activities this semester, they have not been fully developed, because the traditional concept of focusing on classroom teaching is not easy to change, and it is restricted by factors such as insufficient spare time for students, insufficient cooperation from teachers and limited funds and equipment in schools. I hope it can be improved gradually in the future.
In teaching activities, it is not difficult to find that the main way for junior middle school students to systematically acquire basic physics knowledge and skills is still physics classroom teaching, but the expansion and application of physics knowledge depends on extracurricular practice and reading. Therefore, physics extracurricular activities are an important supplement to classroom teaching. In addition, it should be noted that physics is a rigorous experimental discipline, which determines that physics teaching should not be limited to textbooks and classroom teaching, but should be combined with necessary extracurricular practice activities in an appropriate teaching form, so that physics teaching can be closely combined with life and production practice, thus effectively improving students' physical quality. This paper discusses the development of extracurricular activities in physics based on teaching practice.
First, the characteristics and role of extracurricular activities in physics
Physics has unique nature and connotation. It not only pays attention to the cultivation of students' scientific literacy and the accumulation of subject knowledge, but also pays attention to the healthy development of students' physical and mental health and the cultivation of their thinking ability and innovation ability. So it is necessary to carry out some extracurricular activities properly.
Extracurricular activities in physics can develop students' specialties, cultivate their interests and enrich their campus life. Physics extracurricular activities can be determined by flexible and diverse methods according to students' actual situation and teaching content without the limitation of teaching syllabus.
Extracurricular activities in physics can cultivate students' thinking ability. It is not enough for students to deepen their understanding of physical concepts and laws in textbooks. However, if teachers properly insert some small inventions or small productions in extracurricular activities, such as installing simple lighting circuits, so that students can feel the role of what they have learned in practice, thus deepening their understanding of what they have learned, they can also have a desire for knowledge and satisfaction. Furthermore, through such activities, we can cultivate students' scientific and rigorous academic attitude, exercise their thinking ability and problem-solving ability.
Extracurricular activities can mobilize students' subjective initiative and promote the development of their non-intellectual factors. Efficient and beneficial extracurricular activities can provide students with a platform to show themselves, cultivate students' keen insight, enhance their ability of inquiry learning, and cultivate their persistent exploration spirit and innovation ability.
Second, the role of teachers in extracurricular physical activities
In physics extracurricular activities, tutors often can't play their role. They often turn a deaf ear to the strange questions raised by students in their activities, or perfunctory, after introducing students into their familiar tracks in advance. Students can't use equipment and instruments at will, so they can't act at will. All students' behaviors must be carried out under the supervision of teachers. In fact, these practices are inappropriate. Teachers should let students experiment boldly, so as to give full play to their innovative consciousness and improve their comprehensive quality.
We should make it clear that the purpose of extracurricular activities in physics is to improve students' comprehensive quality. Therefore, when carrying out activities, we should ensure the openness of activities, give full consideration to students' hobbies, personalities, interests and other factors, give students the initiative, let students choose their favorite extracurricular activities according to their own conditions, and give full play to their subjective initiative and imagination. Teachers are only guides in activities, so we should pay attention to solving students' doubts. In these activities, teachers should also give more care and help to students with poor grades, improve their sense of accomplishment in the activities, and thus improve their enthusiasm for participating in the activities.
Third, the implementation of extracurricular activities in physics
To carry out extracurricular activities in physics, the forms of activities can be diversified, and the following forms can be taken according to the specific situation of the school.
1. Science and Technology Group
Science and technology activities are often very interesting, and most students are willing to participate. Students can test their knowledge and develop their abilities through activities. The specific form is as follows: (1) model group. It can be divided into airplane model group and model car group. Divide students into several groups according to their age and knowledge structure. For example, car model making can divide students into grade seven group and grade eight group according to their grades. We can let the seventh grade group make slingshots, and the eighth and ninth grade groups make tractors. (2) Photography team. Participants are mainly students above grade eight. Schools can divide activities into two stages. The first stage focuses on operation and explanation, focusing on photographic knowledge and optical principles. In the second stage, photography is the main activity, and the photographed works are analyzed, summarized and evaluated, so as to improve students' understanding of photography and light and shadow imaging knowledge through repeated practice.
2. Competition training group
Generally speaking, the participants in the physics knowledge contest should be controlled within a certain range, with the aim of cultivating top students. In daily teaching, we can recommend books and learning methods related to physics competitions for students. When training, we should teach according to the actual situation of the group and expand it appropriately.
3. Social investigation team
By carrying out social investigation activities, students can use textbook knowledge and combine practical activities to investigate problems, observe phenomena and put forward some solutions and suggestions. For example, after learning the knowledge of "energy and environment", teachers can organize students to investigate and analyze the local energy use and environmental pollution, and propose solutions.
Summary and Selection of Extracurricular Activities of Physics 4 In order to better implement STS education, under the current education system, it is undoubtedly a main way to adopt classroom infiltration, but this alone is not enough. Effectively and vividly carrying out various forms of extracurricular activities will surely become the most important open auxiliary means. In recent years, I have made bold exploration and innovation in this field and achieved good results.
First, carry out extracurricular small experiment activities to cultivate students' hands-on operation ability
In addition to demonstration experiments and student experiments, according to the knowledge characteristics of different chapters in senior high school physics experiment textbooks, nearly 20 extracurricular small experiments were determined. I don't think it is enough to finish them in three years. To this end, I contacted the relevant chapter knowledge and added more than 10. For example, in the chapter "Momentum", the phrase "Observe the recoil motion with tap water" was added. In the chapter of "electric field", "observation of electrostatic shielding phenomenon" has been added. In the section of "Dispersion of Light", small experiments such as "Formation of indoor rainbow" have been added, and at least one experiment can be done every month on average. I put these thirty extra-curricular experiments into a sequence, and organized and implemented them in stages according to the characteristics of the teaching materials, centering on the interest group of extra-curricular experiments. Each experiment requires students to design, operate and complete the experimental report as independently as possible. I give some tips and guidance to the difficult small experiment, including the experimental principle, required equipment, operation and observation points. Some experiments are simple in principle, need less equipment and are easy to find around, and need to be completed at random places outside the laboratory. Moreover, some experiments need to use the existing equipment in the laboratory and must be completed in the laboratory. Most small experiments, such as measuring people's reaction time, sewing needle floating on water and observing light diffraction, can be completed outside the laboratory, while a few small experiments, such as observing electromagnetic induction and displaying and observing tiny deformation, can be completed in the laboratory.
Each class can receive more than 0/00 copies of extracurricular small experiment reports and summaries completed by students every semester. I gave timely recognition to these reports and summaries, and I also selected more than 20 excellent reports and summaries to be bound into a book for exhibition and then archived.
Rich and interesting extracurricular small experiment activities greatly stimulate students' interest in learning physics, deepen their understanding of physical concepts and laws, and improve their ability to use their hands and brains, which is conducive to students' intellectual development.
In recent years, the college entrance examination has strengthened the investigation of extracurricular experimental design ability, which marks the reform direction of the college entrance examination proposition in the future. Because I attach importance to the cultivation of students' extracurricular experimental design ability, in the college entrance examination in 1999, my graduating class scored a higher rate of experimental questions, with an average score of 15.2, while the total score of experimental questions was 17.
Second, carry out scientific and technological small-scale production and writing activities to cultivate students' innovative thinking and creativity.
The creation and invention of science and technology have brought earth-shaking changes to human life, and applied physics therefore occupies a very important position. If we want to cultivate Edison-style great inventors, we must start from small things.
First of all, I will appropriately expand the knowledge closely related to our daily life and social life in the teaching materials, and guide students to independently complete small-scale scientific and technological production after class. For example, after students learn "electrostatic induction", they complete "simple electrostatic vacuum cleaner making" and "simple electroscope making"; After learning the Law of Conservation of Momentum, the students completed the "making of micro-rockets". After learning the circuit knowledge, the students completed the design and installation of simple automatic control circuit, the design and installation of holiday flashing light circuit and the assembly of multi-purpose electric meters. After learning "lens imaging", students complete "taking and developing photos"; After learning the knowledge of "sound wave", the students completed the "design and installation of ordinary kettle alarm"; After students learn "magnetic field", they complete "compass making" and so on.
Secondly, I guided students to think about the physical phenomena observed around them and encountered in textbooks in theory and practice, and wrote a series of immature and scientific essays. After learning the knowledge of "centripetal force", the students wrote "Talking about the safety of car turning"; After learning "momentum theorem", the students wrote "comfort problems in automobile manufacturing"; After learning the knowledge of "overweight and weightlessness", the students wrote "life in a spaceship"; After learning "circular motion", students write "Why is the shape of the earth ellipsoid"; After learning Vibration and Wave, the students wrote Anti-seismic Design in Building Construction and so on.
Thirdly, I combine modern frontier science with the prospect of future science to guide students to boldly carry out scientific fantasy. After consulting the relevant information I provided, they wrote a thought-provoking science fiction essay. Such as lunar ropeway and future space tourism, future energy development and utilization, superconductivity and power revolution, collision between antimatter world and material world, environmental protection bio-battery, etc.
Lively and interesting scientific and technological small-scale production and essay writing activities have greatly cultivated students' scientific interest, cultivated their ability of independent thinking, independent creation and independent fantasy, laid a solid foundation for them to develop a good scientific attitude and good scientific habits, and greatly enlightened their future life path of joining science.
Each class can receive more than 50 essays and essays from students every academic year. 1998, two students won the first prize, two won the second prize and four won the third prize, ranking first among all schools in the county. Two of them are also promoted to relevant units as scientific and technological achievements, such as "Design of Control Circuit for Corridor induction lamp" to Construction Bureau and "Design of Thermal Fast Automatic Control Circuit" to manufacturers.
Third, carry out social practice activities to cultivate students' communicative competence and social adaptability.
Students are relatively closed at school and far away from society. But students will eventually enter the society and find their place in the vast sea of people. In the future, the demand for talents will be greater and the competition for survival will be more intense. Therefore, students must be guided to learn to face the society and adapt to it.
Combined with the hot issues in current social life, I use weekends to organize students to go to rural areas, factories and streets to conduct social surveys and write survey reports. For example, after the students measured the speed of cars and motorcycles on Jingyuan Avenue, they found that many cars and motorcycles were speeding, so they wrote "The Causes of Urban Traffic Accidents" and presented it to the county traffic police brigade, thus receiving a traffic safety education. Combining the study of "optical cable communication" and CCTV's discussion about "who will be responsible if someone is electrocuted", I organized students to visit the layout of communication lines in streets and factories, and found that the communication lines in some places are like cobwebs, and some are close to high-voltage lines and lighting lines, so I wrote "Reasonable Layout of Communication Lines" and submitted it to the county telecommunications bureau, with photos attached to the report. Combined with the knowledge of power transmission, I organized students to visit Wanglinggang Village, Yongxing Town, the social practice base of our school, and found that some villages were dimly lit and the voltage drop of the line was large. Individual villages have not yet been electrified, and diesel lights are used at night. During the visit, I also learned that the electricity price is high and farmers can't afford it. So the students wrote "Opinions on the Layout and Management of Transmission Lines in Wanglinggang Village" and presented them to the village committee and the town power supply station respectively. In addition, a social survey was conducted on environmental protection issues such as noise, light pollution and white pollution, as well as the unfortunate death of children falling from buildings caused by incomplete manhole covers. They all wrote investigation reports and submitted them to relevant units. Most of the reports submitted have echoes, and after half a year's rectification, certain results have been achieved. To this end, Wanglinggang Village Committee, Telecommunications Bureau, County Civilization Office and County Urban Construction Bureau sent a thank-you letter to the school. 1May, 1998, in the social investigation report selection activity organized by the school, 3 people won the first prize and 5 people won the second prize.
Through social practice activities, students are encouraged to use their knowledge to analyze and solve some practical problems in social life, improve their ability to observe things, analyze and solve problems, and enhance their sense of social morality and sense of responsibility as social masters. At the same time, it has also brought good economic and social benefits.
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