Physics experiment teaching plays an extremely important role in physics teaching, and it is a subject worthy of long-term exploration for every physics teacher to carry out physics experiment teaching effectively. So, how to effectively carry out physics experiment teaching? Let's talk about my own ideas:
First, adequate preparation before class is the basis for improving the effectiveness of experimental teaching.
1. Before class, teachers should fully understand each step of the experiment, grasp the key links of the success of the experiment, foresee the possible situations of students in the experiment process, and design targeted programs. Only in this way can we have a well-thought-out plan in class and focus on guiding students to complete the experiment; In order to fully communicate with students in the experiment and improve the effectiveness of experimental teaching; In order to avoid being in a hurry in class, we only remember the steps and main points of the experiment, but ignore the students' reflection and affect the teaching effect. For example, in the experiment of observing water boiling, the amount of water, the height of the iron ring, the influence of the cover on the experiment, the reasons why the small light bulb does not light up in the electrical experiment and the elimination methods should be prepared before entering the classroom.
2. Due to the limitation of school conditions, some experiments may not be completed. At this time, we should not complain, nor can we go back to the state of teaching experiments on the blackboard in the past. We should strive to create conditions to complete the necessary experiments. Some experiments can be slightly modified, and the common equipment around can still achieve the teaching effect, and even get unexpected gains. For example, in the demonstration experiment of "Who extinguished the long and short candles first" in the introduction class of the eighth grade, because the school did not have a suitable big clock cover, all the large and small containers in the laboratory were tested one by one, but the effect of extinguishing the short candles first could not be demonstrated. However, it was found that once in an experiment in a sink, the time interval between two candles was very short, and it was thought that the cooling rate of carbon dioxide might not be fast enough. So, how can we accelerate the cooling rate of carbon dioxide? So I thought of sprinkling water on the sink to speed up the cooling, and then after many experiments, I mastered the trick of demonstrating that short candles should be extinguished first.
Secondly, carefully organizing the classroom is the key to improve the effectiveness of experimental teaching.
1, which makes the experiment more interesting and fully attracts students' attention.
According to educational psychology, if students are interested in what they have learned and find it challenging, they can effectively attract their attention, stimulate their curiosity and stimulate their positive thinking. In physics experiment teaching, we should fully tap the interest of the experiment and use students' curiosity to improve the effectiveness of the experiment teaching, such as arranging boiled goldfish in the introduction and artificial "snow" experiments in sublimation and condensation. In teaching, some interesting experiments can be added as needed, but it should be noted that we should not blindly pursue fun and ignore the connection with teaching content. Inappropriate experimental content can not only improve the effectiveness of teaching, but will be counterproductive, making students' attention deviate from the teaching content, thus reducing the effectiveness of teaching.
2. Give full play to students' subjectivity and improve the effectiveness of experimental teaching.
The Outline of Basic Education Curriculum Reform (Trial) requires teachers to actively interact with students in the teaching process, develop together, handle the relationship between imparting knowledge and cultivating ability, pay attention to cultivating students' independence and autonomy, and let students experience the process of learning and exploration while mastering physical knowledge and skills, and be influenced by scientific methods, emotional attitudes and values. Therefore, we should give full play to students' subjectivity in experimental teaching. In some exploratory experiments, students can be guided to ask questions and guess boldly after giving physical situations. When designing experiments, students can discuss in groups, then the whole class will discuss and communicate, and the teacher will comment appropriately, and then a scientific inquiry method will be formed. When a variety of experimental methods appear, each group can first carry out experiments according to their own methods, and then exchange the evidence collected by each group and the conclusions drawn, and compare the advantages and disadvantages of various experimental methods. For example, comparing the sound insulation performance of various materials and other experiments, students should try their best to complete their own conclusions. When exploring the sound can't spread in vacuum and Newton's first law, students can independently complete their own reasoning and draw experimental conclusions.
3. Strengthen teachers' guidance to ensure the effectiveness of experimental teaching.
Because the new curriculum emphasizes students' subjectivity, some teachers do it by themselves without guidance, which turns "release" into "release", which seriously affects the teaching effect of the experiment. The Outline of Basic Education Curriculum Reform (Trial) requires that teachers should guide students to question, investigate and explore in the teaching process, learn in practice, and promote students to learn actively and individually under the guidance of teachers; Create an educational environment that can guide students to actively participate, stimulate students' enthusiasm for learning, cultivate students' attitude and ability to master and use knowledge, and make every student develop in an all-round way. For example, in the experiment of "exploring the imaging characteristics of flat mirror", many students will move two pieces at the same time because they don't know the function of two identical pieces, and even two students in the same group will move one piece on each side of the glass plate without guidance. In the teaching process, students can be asked to put a chess piece first, only one of them is placed in front of the glass plate, and two students in the same group can observe the image together. At this time, the question is raised: "How can we determine the position of the image?" At this point, students may put forward various methods, and the teacher will guide them appropriately, so it is logical to draw the role of another chess piece, and the students will design and complete the experiment themselves to avoid students being at a loss and unable to complete the inquiry activities. Therefore, in experimental teaching, especially in some difficult inquiry activities, teachers should give appropriate guidance. Of course, when to give guidance, where to give guidance in key places, and to what extent, all need to be explored and summarized in the teaching process, and at the same time, it is necessary to communicate and discuss with colleagues more.
Third, timely reflection after class is a powerful supplement to improve the effectiveness of experimental teaching.
Posner, a famous American scholar, put forward the formula of teacher growth: growth = experience+reflection. In the process of experimental teaching, teachers should reflect in time, from whether the preparation before class is sufficient to whether the guidance in the experiment is in place in time. And reflect and summarize the success and failure in each experimental teaching class in time, and make corresponding records. On the one hand, it can be strengthened in time in the next class to improve the teaching effect; On the other hand, it can be used as a reference in the future teaching, and constantly improve their ability to grasp the experimental teaching, thus promoting the improvement of the teaching effect of physical experiments in the future.
In short, we should constantly think, practice and reflect in the usual physics experiment teaching, and strive to improve the effectiveness of the classroom.
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