First article

First, close contact with life creates situations, which leads to physical problems.

Textbook knowledge is abstract. Although junior high school students have certain abstract thinking ability, image thinking still plays a major role. In order to make students have a deep understanding of abstract physical knowledge, it is necessary to select familiar life materials from life in class, introduce physical knowledge (phenomena) and ask relevant questions to inspire students' thinking, so as to better guide students to learn physics. First of all, we should pay attention to guiding students to feel physical phenomena in hands-on operation. Junior high school students are active and quick-thinking, but their ability of induction and generalization is not strong. In physics teaching, teachers guide students to operate with life phenomena and let students ask questions in operation, which can better stimulate students' interest in learning. For example, in the teaching of "the generation and spread of sound", students are unfamiliar with physics and some physical phenomena. Although students know what sound is in life, the conditions for sound production are still vague. Therefore, in teaching, teachers first guide students to make sounds by using textbooks, desks and hands. Focus on them, and then ask the question "How does sound come about", so as to introduce the topic smoothly. Secondly, we should pay attention to the multimedia display of life phenomena, ask questions and guide students into the theme. In physics teaching, with the help of multimedia demonstration and playback functions, physical phenomena can be presented intuitively and vividly, which can better stimulate students' interest in learning. For example, in the teaching of "melting and solidification", in order to better let students understand the concept of "melting and solidification", teachers use multimedia to show that iron ore melts into molten iron in the blast furnace, and the molten iron poured out from the blast furnace solidifies into iron plate; Liquid oxygen, nitrogen and solid oxygen nitrogen are prepared at low temperature in the laboratory; The state changes of water in different seasons and climates, and then guide students to tell examples of melting in real life, thus introducing learning content.

Second, with the help of life experience, explore and analyze physical problems

Most of the contents learned in junior high school physics are closely related to life. Students have a common sense understanding of many physical phenomena, but there is no abstract generalization. Therefore, in teaching, teachers should pay attention to guiding students to explore and analyze physical phenomena with the help of existing life experience, and find out their essential attributes by analyzing many physical phenomena with * * *, so as to abstract physical knowledge and promote students' knowledge construction. First of all, guide students to analyze problems with the help of life phenomena. For example, in the teaching of "mutual transformation between kinetic energy and potential energy", it is difficult for students to understand that kinetic energy and potential energy can be transformed into each other. In teaching, the teacher first shows the traces left by two shot puts with the same size and different depths on the ground with slides, so that students can analyze which trace is left when the shot falls from a higher place. According to the life experience of "climbing high and falling hard", students can easily know that the shot put leaves deep marks when it falls from a higher place. So, why does the shot put leave deeper marks from a higher place? Students can quickly understand that the higher the shot put, the faster it will land. On this basis, by introducing experimental inquiry, students can easily understand the mutual transformation between kinetic energy and potential energy. Secondly, we should pay attention to guiding students to analyze physical problems with the help of small experiments. In physics teaching, some unfamiliar or unfamiliar phenomena often appear in students' life. At this time, teachers can use small experiments to help students understand these phenomena. For example, the knowledge point about "vacuum can't spread sound" in the spread of sound, because there are few vacuum phenomena in students' lives, the teacher's direct speech is not very effective. In teaching, the teacher can put a small bell in a beaker, let the students shake it and listen to its sound, then use a syringe to pump out the air inside, and then let the students shake it and listen. In this way, students are not only impressed by this knowledge point, but also can understand well that "vacuum cannot spread sound". In teaching, teachers can also encourage students to do experiments and make their own experimental instruments to guide students to understand physics knowledge in hands-on operation.

Third, combine life problems and use knowledge to solve problems.

Under the new curriculum reform, junior high school physics pays more attention to the cultivation of students' scientific practical ability. Through classroom teaching, guide students to construct physical knowledge. Teachers should pay attention to designing feasible practical problems in combination with teaching content and real life, and guide students to analyze and solve these problems by using classroom knowledge, so as to cultivate students' scientific practice ability. First of all, we should guide students to analyze the phenomena in life with the help of physical knowledge. After the classroom teaching, teachers should guide students to analyze the phenomena in life with the help of what they have learned in class. For example, why is the rearview mirror outside the driver's cab a convex mirror? It is difficult for pedestrians to see the faces of people in the car after installing brown glass? When building a wall, why do workers often check whether the wall is vertical with a heavy hammer line? How to take the exam? Secondly, we should guide students to use physical knowledge to analyze and solve life problems. If the weather is too hot in summer, what can be done to cool it down? Automobile engines often use water to dissipate heat. If you don't use water, is there any good way?

The second article

First, the initial stage of introducing phenomena.

Junior high school physics knowledge is both strange and familiar to students. It's strange because it contains a lot of specialized knowledge and concepts of physics, which students have never seen before. Some concepts are very similar, which will cause confusion if they are not careful. It is said that it is familiar because the knowledge it has learned has a feeling of deja vu, as if it had been studied in a natural science course in primary school, but if it goes deeper, students will not understand some physical principles in it. Therefore, for them, how to properly introduce the topic of physics has become the focus of teaching. Facts have proved that the effect of the introduction of life examples is worthy of recognition. For example, with the introduction of the concept of "friction" in junior high school physics, we can choose a strong boy from the class and then a petite girl. Let's have a tug-of-war between the boys in roller skates and the girls in flat shoes. Ask the students to predict the result of tug-of-war, and finally ask all the students, why do boys lose to girls? Is it because boys are not strong enough? At this time, the students discussed the phenomenon they just saw. Some people say it's because of shoes, others say it's luck. At this time, I casually threw out the concept of "friction", which produced much better teaching effect than direct cutting, and students could experience more "friction" from this tug-of-war competition, thus leaving a deep impression in classroom learning.

Second, explain the examples of the period.

There are many rules in junior high school physics learning that students need to learn. These laws are not only difficult to read, but also difficult to remember. It is in this case that many students give up their confidence in physics learning. The laws of physics, like classical Chinese in ancient China, are not profound. As long as it is related to modern life through proper translation, it is not difficult to understand their connotations. Therefore, building a bridge between abstract physical laws and concrete life affairs and finding a breakthrough to simplify the complex provide a shortcut for our teaching. For example, when explaining Newton's first law, students are puzzled by the explanation that force only changes the motion state of an object, rather than making it move. At this time, we introduce an example of playing football in life to illustrate. Why does the football suddenly move from a static state (the athlete's foot gives the football a forward force to change its state of motion), why does the football stay in air movement for such a long time (there is no force to maintain this state during the movement), and the speed of the football on the grass will eventually drop to zero (the friction between the football and the grass makes the speed of the football drop to zero, and the state of motion of the football is changed again by force). If the laws contained in Newton's first law are explained in the above way, it will be much easier for students to learn and the timeliness of learning will be significantly improved.

Third, the experimental process of life regression.

In junior high school physics teaching, the experimental link is very important. In the experiment, students can experience the happiness brought by hands-on. However, there is a small problem in the current junior high school physics experiment, that is, the experiment is too simplified, so that it seems to be out of touch with life. It turns out that junior high school physics experiments are all based on physical phenomena in daily life. In order to facilitate students' study, it has been simplified to some extent, but sometimes this kind of experiment can't see the shadow in life after simplification, which deviates from the original teaching track. Therefore, how to restore the experiment itself, let it return to life and play its due role has become a problem that we must solve. For example, students are often uncertain about the direction of friction. We might as well get rid of the constraints of the existing experimental conditions and invite students to pose on the frozen grass for accelerated skating. The students slipped forward with one foot and pushed back with the other. At this time, the human body will be subjected to friction in two directions. The direction in which the human body moves forward is the direction with high friction. After experiencing this difference, students will naturally make a correct judgment on the direction of friction, which is much better than judging the direction through simple physical experiments.

Fourth, the problems in the exercises are comprehensive.

At present, many students can master the physics knowledge well in class, but it is difficult to answer some specific questions in life from the perspective of physics after class. This exposes the disadvantages of junior high school physics and so on. What is learning for? To solve problems in real life, of course. However, it seems that the current junior high school physics course learning is not based on this, but the main purpose is to cope with the exam. Obviously, this method is not desirable. What we can do is to try our best to get students out of the bottleneck of exam-oriented education and help them discover and explore the physical principles behind it. Therefore, it will be a very good solution to integrate life phenomena related to physics into after-class exercises. For example, students can be assigned such an assignment, so that students can count the power of household appliances after class. In the process of completing this assignment, students will have a deeper understanding of the concept of electricity. Students can also check the electricity meter at home and try to read the above indicators under the premise of ensuring their personal safety, so that students can immediately turn what they have learned in class into some skills in real life. You can also ask students to check the electricity consumption at home against this month's electricity bill. According to the figures on the bill, students are required to convert the actual electricity consumption into electricity consumption, and learn the conversion between kWh and kWh. To sum up, in order to realize the close combination of middle school physics teaching and life, we must grasp the four main aspects of physics teaching, namely, introduction, explanation, experiment and homework. In the introductory stage, it is described in clear and easy-to-understand words, supplemented by life examples in the explanation, freed from the shackles of the laboratory in the experimental class, and strengthened and consolidated in the role after class. Only in this way can we really achieve the goal of improving teaching effectiveness.

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