The continuous progress of curriculum reform has also promoted the development of education and further promoted the curriculum reform, which is still going on at present. The purpose of reform is to fully develop students' ability and improve their comprehensive quality, which is an important measure to implement quality education. In the high school learning stage, physics courses are still positioned as basic courses, and high school physics and other courses lay the foundation for selecting talents for the college entrance examination. They shoulder the heavy responsibility of cultivating high-quality laborers, specialized talents and cutting-edge innovative talents for the construction of the motherland. Classroom teaching is the main way to realize the grand goal of education. For physics teaching in senior three, physics review class is a routine for students. In order to strengthen students' mastery and systematization of physics knowledge, physics review class should receive very good review effect.

First of all, analyze the characteristics of review class; Review class is more difficult, especially for senior three students, which is a cliche and the class type is not attractive. Most of the students are for the college entrance examination. Review class is often the reappearance of teaching materials, which lacks freshness and monotonous review methods. When reviewing, knowledge is often systematic and organized. Most teachers will sort out the concepts, formulas and laws in a comprehensive and detailed way, plus training with questions, but the effect is very small. Teachers and students will find that they reviewed the problems emphasized many times in class and even misremembered the books, but many students still made mistakes in the future. The teacher completed the task and the students did not accept it. The effect of the review class is worth pondering.

Secondly, there are two misunderstandings in physics review class; First, turn the review class into a teacher's performance class. The teacher unilaterally emphasizes that knowledge is "organized and systematic", and the key points in class are not prominent and the difficulties are not solved. When reviewing, make a comprehensive list of what the students have learned. Students are in a state of memory, and general physical phenomena and laws flash in their minds. However, they lack the guidance of applying conceptual laws to specific physical problems and pay insufficient attention to the analogy and association of knowledge. Therefore, the review class has become the teacher's one-man show. Second, practice classes replace review classes. Practice is of great significance to consolidate knowledge, but simply replacing review with practice can't achieve the expected goal. Practice can only be a test of the review effect. It is an inefficient practice to make up for the defects in knowledge structure through a lot of practice. The practice of review class should be targeted. According to the difficulties and key points, or the places where students are prone to make mistakes, targeted practice should be the main part of review class, which will effectively improve the efficiency of review.

Third, take effective strategies to improve the efficiency of physics review class. The implementation of the new curriculum reform in senior high school puts forward higher requirements for students, especially in terms of the difficulty of teaching materials, and also puts forward new requirements for students' knowledge and ability. To achieve this three-dimensional goal, we must start with effective teaching and adopt effective strategies to achieve effective teaching. Next, I will discuss the effective strategies of review from three aspects: combing knowledge, checking leaks and filling gaps, and divergent improvement, in order to make progress.

1. knowledge combing. Knowledge combing is an important part of a good review class, but in teaching practice, knowledge combing often becomes a list of concepts. In order to systematically summarize the knowledge learned, it is often necessary to teach students how to correctly divide knowledge by writing review outlines and lists. We take the review of particle kinematics as an example. Some people divide it like this:

Example 1 Divide mechanical movements into three categories.

Linear uniform motion

Mechanical motion (variable speed motion)

curvilinear motion

Example 2 "divides" variable speed movements into six categories.

uniformly accelerated rectilinear motion

Uniform deceleration linear motion

Variable speed motion {curve motion

Parabolic motion

circular motion

shake

Obviously, the above two situations are just random lists, not logical divisions. Because logical division must follow the following rules: (1) On the same basis; (2) The expanded sum of children must be equal to the expanded sum of parents; (3) Items must be mutually exclusive; (4) No leapfrog division of labor. Rewrite the above example as follows:

Example 1 (1) divided by the trajectory.

Mechanical motion {linear motion

curvilinear motion

(2) According to whether the motion state changes.

Mechanical motion {uniform motion

variable motion

Both of the above divisions are allowed.

Example 3 classifies various variable-speed movements according to acceleration A.

A and v accelerate in the same direction (e.g. free fall).

A = constant (uniform change) {a and V decelerate at a constant speed in the opposite direction (e.g. vertical upward throwing).

variable motion

{a and V do not * * * line flat throwing and oblique throwing.

A changes (non-uniform change) {the size of a remains unchanged, and the direction changes to uniform circular motion.

Amplitude and direction of change and vibration.

This effectively improves the efficiency of reviewing complete knowledge.

2. Check for leakage and fill the gap.

In fact, it is to find the "weak points" and "error-prone points" in students' learning, and then use these weak points and error-prone points as teaching resources to carry out teaching. In this link, it is the key to set a suitable problem situation and find loopholes or deficiencies through testing. Students are often familiar with problem situations without loopholes. Making a correct answer to the question does not necessarily mean that you really understand the knowledge, but you may just remember the answer to the question. Therefore, it is necessary to set unfamiliar problem situations and restore students' problems. American psychologist Thorndike's theory of trial and error provides us with theoretical guidance. Taking friction review as an example, the following explains the use of "trial and error method" to check leaks and fill gaps.

Friction is a passive force, which is based on the existence of other forces and related to the relative motion between objects. It will change with other external forces or changes in the state of motion. Therefore, in the analysis, we should guard against the sudden change of friction force with the change of external force or object motion state. To distinguish between static friction and sliding friction, sliding friction can only be calculated according to F=μFN, and FN is not necessarily equal to the gravity of the object.

Example 1. Put a block of wood with a weight of G=200N on a horizontal table top, the dynamic friction coefficient between the block and the table top is μ=0.2, and the maximum static friction between the table top and the block is 45N. Then, when the static block is pulled by horizontal pulling forces F 1= 15N, F2=40N and F3=60N respectively, the block will

Question:1. If you want to pull an object, what conditions should the pulling force meet?

2. How to find the static friction? What is the magnitude of sliding friction related to,

Is sliding friction equal to pulling force?

The advantage of the above review is that the questions are divergent and students are easy to confuse related questions. Some students are difficult to analyze. Let students discuss with each other, find mistakes in time, improve students' ability to analyze problems and cooperate with each other, strengthen their understanding of knowledge, and play a role in checking and filling gaps.