Abstract: Physics exercise teaching is one of the important links in middle school physics teaching and an important channel for teaching effect feedback. Appropriate and concrete answers to physics exercises can help students improve their understanding of concepts and laws from different sides and angles, and consolidate and deepen the concepts and laws they have learned; Exercise teaching can not only help students improve their problem-solving skills, analyze and solve problems, but also cultivate their profundity, divergence, flexibility, comprehensiveness and originality through exercise teaching. It is particularly important to improve the effectiveness of physics exercise teaching. In teaching, we can improve the effectiveness of exercise teaching from the aspects of combining the design and selection of exercises, changing questions, solving multiple questions, using wrong questions skillfully and improving teaching.

[Keywords:]: physical exercise; effective

First, the teaching of physical exercises

Practice is a connection between theory and practice at a certain level, and it is the primary process of learning and application. This is an application exercise to simulate reality, analyze and solve problems in hypothetical "real" situations, and cultivate and improve students' literacy and ability through this series of "applications". Exercises, including in-class examples, extracurricular assignments (sometimes also called narrow exercises), test questions, etc.

Physics exercise teaching is one of the important links in physics teaching, an important part of physics teaching in senior high school and an important channel for teaching effect feedback. Students have mastered the concepts and laws they have learned in the new teaching, but their understanding is often superficial, one-sided and isolated. Only by solving appropriate specific physical exercises can we improve, consolidate and deepen our understanding of concepts and laws from different sides and angles. At the same time, physics exercise teaching is an effective way to cultivate students' innovative ability. Through exercise teaching, students can not only improve their problem-solving skills, analysis and ability to solve problems, but also cultivate their profundity, divergence, flexibility, comprehensiveness and originality through exercise teaching. It can help students deeply understand and master the basic concepts and laws of physics, and promote students to closely combine the theoretical knowledge they have learned with the reality of production and life, so that they can use the basic knowledge they have learned to solve some practical problems in a certain range; Stimulate students' interest in learning physics, make them familiar with some thinking methods of thinking and dealing with physical problems, and thus cultivate students' thinking ability and autonomous learning ability.

The quality of exercise teaching directly affects students' mastery of physical knowledge, attitude towards physics, thinking mode of solving problems and ability to solve physical problems. The characteristics of physics determine that students are easy to understand, difficult to understand and difficult to do problems in physics teaching, so it is particularly important to improve the effectiveness of physics exercise teaching.

Second, the problems faced by exercise teaching

Because of the particularity of school education, students can't have too much time to gain direct experience. Problem-solving exercise has become a relatively simple training method in classroom teaching, especially in the college entrance examination. Most teachers and students are too keen on the teaching and training of exercises, while ignoring the training of students in other aspects.

1, there is a problem of attaching importance to knowledge but neglecting emotion in exercise teaching; The phenomenon of focusing on solving problems and neglecting experience.

Now most of the exercises are for exams. Most of the questions given to students are questions that some physical quantities are known and others are solved. This is an idealized abstract problem. Students feel cold and mechanical when they look at the topic, and they can't feel the significance of physics to human development. If there are too many such topics, they will feel that learning physics is a set of formulas and problem-solving steps, and they can't meet the requirements of the new curriculum standards in emotional attitudes and values.

2. Ignoring the principle of gradual progress.

Because students are eager for quick success and instant benefit in the college entrance examination, teachers fail to notice that students are not good at rational analysis of problems, thinking is not clear enough, jumping is strong, logic is poor, and too much pursuit of difficulty, variety and strangeness affects the effect of exercise teaching.

3. Emphasize mechanical memory and imitate indoctrination.

Lack of research on students' cognitive level, emotional needs and the causes of mistakes, ignoring the infiltration teaching based on perceptual knowledge. As a result, students do not form scientific thinking habits, thinking problems are easily bound by rules and regulations, and they cannot flexibly apply physical laws to new problem situations. Don't pay attention to process and method, teach method as knowledge.

4. There is still a phenomenon of emphasizing quantity over quality in exercise teaching.

Some repetition is really needed; At the same time, teachers should pay attention to the guidance of study habits and learning methods. There are still some sea exercises in teaching, such as repeated questions, special questions, wrong questions, super-outline questions, special questions, etc., which increase the invalid teaching time, have a single type of exercises, and lack practicality, inquiry, interest and humanity.

5. The feedback form of practice is single.

The feedback and evaluation of exercise teaching are single, and teachers only pay attention to the overall correction of homework and evaluate homework in an all-round way, lacking diversified and personalized teaching feedback and evaluation. As a result, students lack self-evaluation and collaborative evaluation, students lack emotional experience in evaluation, and their interest and enthusiasm in learning are not well stimulated and cultivated.

Third, improve the scheme.

Efficiency has three meanings: effect, efficiency and benefit. Effect is a result; Efficiency is the ratio of gain to pay in the process; Benefit is the part that benefits from the result. On the whole, higher and better output can be achieved with less input. To achieve the effectiveness of exercise teaching, that is, to achieve the required teaching effect with appropriate number of questions, so as to maximize the teaching benefits of input and output.

According to students' cognitive characteristics, the exercises are carefully compiled and optimized. No teaching aid book is completely suitable for your homework in every section. Therefore, teachers should carefully design exercises according to the specific content of each class, several times a day, which is suitable for their own class content, that is, homework should be targeted. The pertinence of homework is the key to improve the effectiveness of homework. In order to make students jump out of the ocean of problems, teachers should jump into the ocean of problems.

According to the memory curve in psychology, homework can be divided into: on-site homework (classroom exercise), homework for the day, weekly homework (weekend comprehensive homework) and monthly homework (one month comprehensive homework).

In order to realize the light burden and high quality of homework, teachers must follow two principles when assigning homework: "First, never assign the knowledge that students have mastered firmly;" Second, students are easily confused, and they will never let go of what they are about to forget. "In other words, we must firmly grasp the key points and difficulties. Teachers should always pay attention to the key and difficult knowledge of a unit, a semester, a school year and even the whole high school stage.

Exercises should help students broaden their knowledge, draw background from the history of physics, the reality of production and life, and modern science and technology, and appropriately insert knowledge from other disciplines; The exercises should be graded, and divergent thinking training can be carried out to cultivate students' attitude of not blindly following and daring to question; Students should have a pleasant sense of accomplishment, a sense of mission and responsibility to revitalize China, and a sense of serving science for mankind in the process of solving problems.

1, the guiding ideology of compiling exercises

Clarify the teaching purpose and teaching effect of compiling each exercise; Pay attention to the typicality, representativeness and novelty of exercises; It is ideological, comprehensive and not excessive, that is, the exercises compiled must conform to the actual situation of the teaching object and lay a good foundation for the sustainable development of students; It is conducive to the improvement of students' ability and quality. Always implement the concept of reducing burden, reducing pressure and increasing efficiency.

Arrange knowledge points and pay attention to the distribution of knowledge content. Arrange the key thinking methods and problem-solving skills in this chapter. According to the actual situation of students, arrange the types and difficulties of exercises reasonably. Pay attention to the cultivation of ability. Control the appropriate amount of questions. Pay attention to the relevance of examples, homework and examination questions.

The above three types: thin (example) → thick (homework) → thin (examination questions)

After comprehensively considering the above points, determine the appropriate number of questions, and strive to achieve the required teaching effect with the appropriate number of questions, so as to maximize the teaching benefits of input and output.

Careful selection of topics suitable for both quality and quantity can not only help students deeply understand the concepts and laws of physics and improve their ability to solve problems, but also enable students to realize that the exercises chosen by teachers are "real problem solving" and thus take the initiative to accept the topics they have learned. Therefore, according to the curriculum standards and the specific topics of each specific chapter, we should choose and match the topics with clear goals, appropriate requirements and just right from textbooks, reference materials or exercises.

2, the specific steps of compiling exercises

(1) teaching material analysis. Analyze the teaching requirements of a chapter, a section or a theme in the curriculum standard and the corresponding contents in the textbook. Analysis of knowledge points, key thinking methods, problem-solving skills and students' ability training requirements in this chapter (section or class hour).

(2) Analyze students' existing cognitive structure and thinking characteristics.

(3) Specific topic selection: take each plate or knowledge point as the main line, the method ability requirement as the secondary line, and the difficulty level as the third line, taking into account the following two points:

(1) clear teaching purpose (knowledge, thinking methods, problem-solving skills, ability training, etc. ) and the teaching effect of each question.

② At the same time, pay attention to typicality, novelty, question type, difficulty (gradient) and appropriate amount.

Combined with the actual situation of teaching objects, thinking methods, problem-solving skills and ability training are gradually infiltrated to lay a good foundation for students' sustainable development.

Fourth, the implementation details:

1, 3D target

(1). The design, selection and compilation of physical exercise should reflect the consciousness of applying sports knowledge to life, production and science and technology.

Good exercise is a scientific problem. When choosing exercises, we should choose questions with actual scientific and technological background or based on real physical phenomena to stimulate students' interest and arouse their enthusiasm and autonomy in learning. In the selection and design of exercises, we should not only pay attention to cultivating and training "knowledge and skills", but also pay attention to training "methods and processes", strengthen students' analysis of physical scenes and processes, and summarize the law of solving problems, so as to achieve the following objectives.

(2) Step by step and pay attention to levels.

When students first come into contact with a certain concept and law, there is a gradual learning process. If you put too difficult questions in front of students, or even put classic middle school exams and comprehensive questions in front of students, it will not only dampen students' enthusiasm for learning, but also make them feel afraid and lose their self-confidence in learning physics. Therefore, the practice should be step by step and designed at different levels. Different students should design different questions and different teaching periods. For example, the exercises after Protestantism should focus on the foundation, the unit exercises should focus on the improvement of students' ability, the formation of knowledge structure, and the mid-term and final review should focus on comprehensiveness, application and openness. According to different needs, we can design basic levels, improve our ability, expand the test paper in an all-round way, and pass the test paper with wrong questions. Only in this way can students learn to sort out knowledge, form ability, distinguish concepts and master physical laws in the process of solving problems.

2. Use a variety of methods to cultivate students' thinking ability and improve the effectiveness of exercise teaching.

(1). How to solve a problem and cultivate students' divergent thinking?

A physical problem can often be analyzed, considered and solved from different angles through various channels and methods. In teaching, we should guide students to observe and associate from multiple angles, inspire them to find more ways of thinking and get the best way to solve problems, so as to cultivate students' divergent thinking.

(2) A changeable topic to cultivate students' profound thinking.

In teaching, the basic knowledge in teaching materials should be appropriately extended, expanded and changed. By repeatedly changing the original topic, changing the expression form of the question, presenting the question from different directions and angles, thus deepening the difficulty, broadening the scope of investigation, broadening the thinking, and drawing inferences from one example to another.

(3) How to solve one problem and cultivate collective thinking ability.

In exercise teaching, to change the traditional problem-solving phenomenon, we should not only stay in the game of problem-solving methods, but also let students understand the method of grasping the essence of things through phenomena, that is, grasping the physical properties and processes, decomposing complex problems into several simple problems, grasping the relationship between these simple problems and finding out the regularity.

(4) Use the wrong questions skillfully to cultivate students' critical thinking.

Critical thinking refers to the quality of thinking independently in thinking activities, accurately checking the thinking process, finding contradictions in time, capturing feedback information and consciously correcting mistakes. After solving a problem, we should think, check the places that are easy to make mistakes or have made mistakes in the solution, analyze the reasons for the mistakes, and summarize the problems that should be paid attention to, so as to cultivate students' critical thinking.

3. Improve teaching methods and improve the effectiveness of exercise teaching.

(1). Give play to the leading role of teachers and guide students to develop good problem-solving habits.

The purpose of doing problems is to deepen the understanding and mastery of knowledge and train how to use knowledge to solve problems. Through exercise teaching, students must master the method of analyzing problems and develop good thinking habits. Therefore, teachers must fully demonstrate and show students the thinking process of different problems ("examining questions-determining the research object, establishing physical models-analyzing the process, excavating conditions-discovering laws, establishing equations-drawing conclusions and reflecting on discussions"), and strengthen the standardized training and discussion of solving problems. Let students know clearly that in order to solve physical problems, we must find out the states, processes and scenarios in specific physical problems and break down complex problems into several simple ones. Every time we analyze and solve a physical problem, we should know what kind of model it is, what concepts it involves, what laws it applies and what methods it adopts, so as to improve students' analytical and comprehensive ability.

(2) Advocating teaching democracy, reflecting students' dominant position and cultivating students' ability.

In exercise teaching, teachers should be able to create a lively, democratic and harmonious learning atmosphere for students, catalyze students' thinking, stimulate students' desire for knowledge, give students enough time and space to participate in all aspects of teaching through the interaction between teachers and students, consciously guide students to discuss, provide opportunities for students at different levels to participate, and let students fully expose problems and show misunderstandings and knowledge defects in discussion and communication; In teaching, teachers should encourage students to ask questions and guide students to learn through questioning, investigation and inquiry. Students' mastery of problem-solving methods and skills can only leave a deep impression if they fall into the trap. Only through your own practice, experience, feeling, exploration and summary can you finally master it. Only in this way can they know what to do when they encounter such problems in the future, and can they really avoid the common fault that they are wrong when they listen. Only in this way can exercise teaching make students accurately and comprehensively understand physical concepts and master physical laws, which is effective.

(3) Strengthen testing, give timely feedback and optimize practice evaluation.

It is necessary to conduct comprehensive tests in time to fully understand students' mastery of knowledge. However, feedback and correction must be made in time after the test, which can point out the direction for teaching and students' self-improvement, and can also stimulate students' interest in learning and self-motivation. In the evaluation of examination papers and exercises, we should pay attention to the optimal combination of various methods (explanation, questioning method, discussion, competition, group cooperation, etc.). ), pay attention to the evaluation of open questions, emphasize the consolidation of basic knowledge, or interrupt the evaluation plan, have the idea of interrupting, dare to face up to students' different opinions and dare to deny themselves. Only in this way can the effectiveness of exercise teaching be improved.

In a word, the teaching of physics exercises is an important link in the teaching process. Teachers should aim at the problems existing in their own exercise teaching, infiltrate new ideas and methods into the cultivation of students' thinking ability in the design and evaluation of exercises, stimulate students to become the main body of learning and actively participate in classroom teaching, so as to improve the effectiveness of exercise teaching.

[References]:

[1] Xu, Shu Bingru, et al. Physics teaching methods in middle schools [M]. Beijing: Higher Education Press, 1996.

[2] Li Jingchun, Wang Peiqing. Physics exercise teaching. Hunan: Hunan Education Press, 1985.