First, from life to physics.
"Life is education" put forward by Mr. Tao Xingzhi points out the direction for our physics teaching activities. Life-oriented situational teaching under the guidance of this concept shows students that physics is around you, life needs physics, and physics is closely related to everyone's life.
1. Create problem situations with life examples to fully arouse learning interest.
Psychological research shows that the closer the learning content is to the life situation that students are familiar with, the higher the degree of students' conscious acceptance of knowledge. Therefore, teachers should be good at digging the life situation in physics content and make physics close to life; We should try our best to create some life situations, from which we can draw out physical problems, make students aware of the existence of physical problems, stimulate a learning need, and let students actively participate in learning and exploration.
2. Use life experience to guide students' learning experience. A thorough understanding of physical knowledge
Knowledge is acquired by learners through the analysis, induction, summary and reasoning of old knowledge and life experience. Therefore, in teaching design, teachers need to start from students' cognitive characteristics and perceptual knowledge, provide students with real and vivid situations, create some physics teaching situations closely related to students' lives, and guide students to analyze life examples in an immersive environment, so as to discover valuable general laws, rise from original perceptual knowledge to rational knowledge, and realize the first leap in classroom teaching. Only in this way can the enthusiasm and initiative of students be aroused.
3. Explore the laws of physics with life examples, and shallow the difficulties of knowledge.
For the understanding of physical laws, if we only analyze them from the perspective of formulas, students will be boring to understand and their memory will not last long; If we can ask challenging questions in life with the help of life examples, students will actively think and consciously look for theoretical knowledge to support their views. In the process of such activities, the laws of physics become easy to understand, and students' understanding of the laws of physics will be more active and profound.
4. Try common things in life. Realize the life of the inquiry process
Curriculum standards point out that we should follow the logic of students' life and take students' real life as the main source of curriculum content. Activating students' experience in physics and life teaching aims at expecting them to upgrade their experience into sentiment. In addition to the drive of interest and the support of activities, they need emotional companionship and maintenance, and teachers need to ignite the spark of wisdom for students, open the window of inspiration and awaken ideological activities. Psychologists believe that "wisdom is at your fingertips". Hands-on operation can make the brain in the most exciting state, and the learning mood is high, and it can mobilize all kinds of senses to participate in the process of exploring and learning knowledge, thus driving the brain to think. Therefore, in teaching, it is necessary to create practical situations and provide practical opportunities for students, so that all students can discover the fun of learning and experience the charm of learning through practical activities.
Second, from physics to society.
The main goal of school education is to enable students to flexibly adapt to new problems and situations. The ultimate goal of learning is to obtain information for a broad goal, that is, to migrate from one way to another. In this sense, the ultimate goal of school education is to help students transfer what they have learned in school to daily life situations, that is, to serve life.
1. Guide students to apply what they have learned and use physical knowledge to solve life problems.
The ultimate goal of learning physics is to apply what you have learned to real life and solve problems in life. When solving physical problems, applying physical knowledge to real life can make students deeply appreciate the charm of physics and improve their interest in learning. For example, after teaching the relationship between fluid pressure and flow, teachers can ask students to explain that "there is a yellow safety line on the subway platform, and passengers should stand outside the yellow safety line when waiting for the bus." Then the teacher immediately asked: How might the roof move in a typhoon? Explain Du Fu's poem "Roll San Mao in My Home". Learning physics knowledge with life examples not only makes students realize that physics knowledge exists widely in our lives, but also helps students consolidate their knowledge and improve their ability to solve problems.
2. Carry out life-oriented scientific activities to improve the ability to use physical knowledge.
To create "life-oriented" physics teaching, it is necessary to properly return physics to students' life world, that is, to analyze and solve practical problems in students' life with physical knowledge, so as to achieve the educational purpose of serving life. In teaching, teachers should create practical opportunities for students, guide students to consciously use physical knowledge to solve practical problems in life, move from physics to society, and gradually improve students' ability to use physical knowledge in life. On the one hand, knowledge training is life-oriented, and classroom teaching and students' homework are different from students' real life. This requires teachers to compile homework questions from the problems in students' life as much as possible, and to idealize and systematically deal with the materials in life, so that students can not only consolidate their knowledge and skills, but also understand the physical principles in life through homework training; On the other hand, skill training is life-oriented, that is, under the guidance of teachers, students gradually have the "skills" to apply physics knowledge in daily life and social life.
From life to physics, there is physics everywhere in life, and physics is also used everywhere. Guiding our physics teaching practice with Tao Xingzhi's life education thought and new curriculum concept can not only overcome the disadvantages of traditional physics teaching which only pays attention to imparting knowledge, but also stimulate students' initiative to participate in learning, promote the change of students' learning methods, and teach students to love life and create life, so as to truly implement quality education with innovative spirit and practical ability as the core and truly realize the great goal of "moving from physics to society".