In many aspects of personal growth, everyone must have been exposed to papers. The thesis is an article in which we conduct in-depth research on a certain problem. So how to write a good paper? The following are the papers I collected for you on the countermeasures of physics teaching, hoping to help you.

Physics Teaching Countermeasures Paper 1 I. Understanding of Pre-concept

How to treat the pre-concept that has been formed in students' minds? Judging from the development of human cognition, the emergence of pre-concept is normal and inevitable, because this pre-concept is also common in the history of scientific development. The emergence of pre-concept embodies the general law of human cognitive development, and we should accept it as a cognitive structure with convertible physical meaning. This is the guiding ideology we should hold.

Second, the characteristics of the former concept

1. Broad

Because children have had more than ten years of life experience and have been exposed to many physical phenomena before learning physics in grade two, the pre-concept spontaneously formed in their minds covers a wide range. Of course, this universality is relative. They have more preconceived ideas about things they can see, touch and often contact in daily life, and less preconceived ideas about abstract physical knowledge. For example, students have more preconceptions about mechanics, heat and geometric optics, but less preconceptions about electricity.

2. spontaneity

The pre-concept in children's brains comes from their long-term observation and perception of daily life. These experiences gradually deepen and develop in their brains, and finally form concepts through the stages of feeling, perception and representation. When a child constructs a pre-concept in his brain, it is completely spontaneous. No one has taught him that this question should be like this and that question should be like that. He constructed it completely from his own standpoint and based on his own perceptual experience. Therefore, the pre-concept is children's own spiritual wealth, which is a valuable tool for them to understand things in real life.

3. stubborn

Because the pre-concept is a pattern that has been formed in children's brains, and these concepts have been strengthened in the long-term accumulation of life experience, and children's thinking is self-centered, the pre-concept in children's minds is extremely stubborn. Studies have shown that it is quite difficult for students to change some physical phenomena once they have formed their pre-concepts. For example, after explaining the concept of inertia, a teacher asked students to answer and explain such a question: If a person stands in a train moving in a straight line at a constant speed and jumps vertically forward, will he fall back or fall behind? All the students in the class are behind in their answers. The reason is that the pre-concept of "strength is the reason to maintain sports" has always existed in students' life experience, which shows how stubborn this pre-concept is in students' minds.

Step 4 hide

The pre-concept in students' minds is also hidden. Because the pre-concept in students' minds is formed imperceptibly, it exists in a potential form and usually does not show it. However, when teaching scientific physical concepts in physics teaching, children will immediately associate the former concepts with their minds. When students are asked to explain problems with physical concepts, the former concepts will be displayed immediately.

Thirdly, the influence of pre-concept on physics teaching.

Pre-concept and scientific physics concept both come from people's practical activities and are produced by cognitive activities of cognitive subjects. It can be divided into two categories according to whether it can be easily transformed into scientific physical concepts. One is that although it is not consistent with the scientific concept of physics, it is not difficult for students to form correct physical concepts, such as the concept of different substances to the concept of density, after providing students with some preparatory knowledge and supplemented by relevant experimental guidance. Structurally speaking, the formation of such concepts in students' minds does not involve the change of cognitive structure, but belongs to the process of cognitive assimilation. However, another pre-concept is quite different from this. In students' original experience, these pre-concepts have developed in children's minds for a long time, forming systematic but unscientific concepts. For example, students often see the phenomenon of iron sinking into water in their daily life, so they form the pre-concept that iron can sink into any liquid in their minds. When teaching Archimedes principle and demonstrating that iron floats on the surface of mercury, many students don't believe it at all, thinking that the teacher is playing magic. This is the influence of pre-concept on physics concept teaching. In this case, teachers must strive to promote the disintegration of students' original cognitive structure and the establishment of new cognitive structure in order to realize cognitive adaptation.

Fourth, the pre-concept teaching strategies

It is normal for students to enter physics class with preconceived concepts. Based on the characteristics and influence of pre-concepts, the key is to first understand what pre-scientific concepts exist in students' brains and try to transform them into scientific physical concepts, so as to avoid the generation of wrong concepts more successfully. Therefore, before teachers begin to teach related physics content, they should deeply understand the existence of pre-concept in students' brains through certain methods, such as asking questions, questionnaires and examination questions.

Know what pre-concepts exist in students' minds and how to transform them into scientific concepts. First of all, we should choose cases or phenomena in a targeted way, let students explain them with their own pre-concepts, and let them have cognitive conflicts, that is, the original concepts in the brain have irreconcilable contradictions with the current reality, so as to feel the necessity of changing the cognitive structure. Then, through experimental cases, the scientific physical concepts are told to students and applied to broader and deeper phenomena. When students achieve more success under the new thinking structure, they will accept scientific physical concepts. Specific to practice, we can carry out teaching like this:

(1) Put the car wheel up on the table and ask, "How can I make the car move?" Pushing the car and asking: "What will the car be like if it is pushed all the time?" Ask the students to put forward their own opinions: what do you think is the reason for the movement of objects?

(2) Put the car right against the table. When the trolley reaches a higher speed, keep your hand out of contact with the car and ask, "Why is the car still moving?" Make students have cognitive contradictions.

(3) Let the trolley slide down from the same position on the inclined plane and enter the horizontal plane. Put thick towels, fine cotton cloth and glass plates on the horizontal plane respectively, observe the phenomenon and ask, "Suppose there is no resistance between the trolley and the supporting surface, what state will the trolley be in? What conclusion can you draw? "

(4) Guide students to analyze football players' kicking, and the ball changes from static to moving; The goalkeeper catches the ball, and the ball changes from motion to static; The football player headed the ball, changed the direction of the ball and asked, "What does this mean?" Because the pre-concept is deeply rooted, we don't expect students to turn the pre-concept into a scientific concept through simple chalk and preaching, nor do we have the illusion that the pre-concept will disappear after one or two corrections. The change from the former concept to the physical concept is the change of thinking structure and the revolution of students' mind. It needs to change the original cognitive structure, establish a new cognitive structure and overcome the inertia of the old model, so it is a hard process.

Physics teaching countermeasures paper 2 1. The main problems existing in physics teaching in senior high schools at present.

(A) students lack interest in learning, the classroom atmosphere is low.

Interest is one of the effective ways to guide students to learn physics. However, at this stage of physics teaching in senior high schools, students seem to have little interest in physics, showing a casual appearance. In physics teaching, students are absent-minded. No matter what the teacher says in class, the students always ignore it. In the process of teaching, teachers do not actively cooperate with students in class, which leads to low efficiency of physics teaching and lifeless teaching atmosphere in physics classroom.

(B) students' methods of learning physics are not appropriate and reasonable enough.

At present, students have a big defect in learning physics, that is, they can't master scientific and reasonable learning methods. In the process of learning physics, students start to solve physical problems in a hurry as soon as they get them, showing a phenomenon of panic and disorder. Moreover, when students study physics, they don't understand the classification and summary of physical problems, and they can't find the same rules. Therefore, students who have similar problems in the future should start over. At the same time, students also have mechanical learning, so they can't use the calculation formulas in physics flexibly.

(C) Students' poor hands-on ability in physical experiments.

There is a very important teaching activity in physics teaching, that is, physics experiment operation. Physical experiment operation is related to students' understanding of each experimental phenomenon, and experimental operation also represents students' practical operation ability. However, in the process of physics experiment, students are very unfamiliar with the operation steps of physics experiment, and they don't know how to apply experimental equipment and how to carry out some experimental steps, so they are clumsy and hurried. After the experiment, students don't know how to sum up the phenomenon of physics experiment against the textbook, and sometimes the conclusion is inconsistent with the actual phenomenon because of the mistakes in experimental operation.

Second, improve the effective strategies of high school physics teaching

There are many problems in physics teaching in senior high school, which seriously restrict the development and construction of physics classroom and students' learning of physics. It is urgent for teachers to adopt corresponding effective strategies to solve the problems. This paper mainly solves the problems existing in high school physics from the following points, so as to improve the quality of physics classroom teaching.

(A) improve students' interest in learning and create an active classroom atmosphere.

Interest is the best teacher. In physics classroom teaching, teachers should also guide students with interest, so as to improve the classroom teaching atmosphere and enliven the classroom. Before the physics class begins, the teacher sets the question situation for the students in advance, and puts forward the questions that students are interested in the teaching content of this class in advance, so that students can explore the questions with doubts and strong interest, so that students can learn physics very easily. Secondly, teachers should reasonably introduce the contents of physics classroom teaching, which is also one of the important factors to stimulate students' interest in learning. For example, when talking about "reconciliation and decomposition of forces", the teacher vividly told the students that the reconciliation of forces is like two cows working together in one direction, so their resultant force is the sum of the forces of the two cows; The decomposition of force is like two cows on the same line, but from two different directions, then his reaction force is the strength of one cow MINUS the strength of the other cow. Teachers introduce teaching content into the classroom in this way, which not only stimulates students' interest in learning, but also gets twice the result with half the effort and enlivens the teaching classroom. Finally, the effective communication and cooperation between teachers and students in the teaching classroom can also create a good and active classroom atmosphere. On the basis of improving students' interest, with the active classroom teaching atmosphere as the driving force, with the help of these two magic weapons of wisdom, physics teaching in senior high school has become routine and students' grades have been rising continuously.

(2) Strengthen the cultivation of students' scientific and good learning methods.

Physics teaching should not only teach students knowledge, but also teach students learning methods and skills, so that students can learn independently and complete some exercises in physics teaching. Physics learning method is not only what teachers should do, but also what students should do. In the teaching process, teachers should pay attention to the cultivation of students' thinking ability, develop students' critical thinking ability and reaction ability, and pay attention to the guidance of scientific methods. For similar problems, the teacher summed up half of the general laws for students to understand the laws and principles with examples. In addition, students should be good at discovering their own problem-solving skills in the learning process, and can't always rely on teachers to teach them. Only when students realize it, will they have a deep feeling and a deep memory and understanding of it. Students can't memorize some questions like junior high school. After all, physics is a subject to be learned through understanding.

(3) Strengthen students' experimental ability.

Physics experiment plays an important role in physics teaching. Teachers should strengthen the training of students' experimental operation ability in physics teaching, so that students can be unique in experimental teaching. Before the physics experiment teaching, the teacher first gives the students an experimental demonstration, explaining the experimental steps clearly to the students, so that they can have a certain understanding of the basic steps. After the teacher demonstrates the experiment, let the students practice the operation by themselves. After learning the teacher's experimental steps, students have a certain grasp of the basic experimental operation process, and there will not be too many problems in the process of doing it. Teachers can also ask students to carry out experimental training in groups, so that students can make more progress and learn faster with the help and guidance of other students when doing experiments. Students are familiar with the experimental operation procedures, which is of great help to learning physics, and it is easier for them to have an accurate understanding of physics. Although there are some problems in physics teaching in senior high school, with the joint efforts of teachers and students, physics teaching has made great achievements, and students' physics scores have also been greatly improved. I believe that with the continuous exploration and efforts in the future, physics teaching will achieve greater results.

Under the background of new curriculum, junior high school physics presents a new knowledge system and target system, so changing teaching methods has become one of the important tasks of new curriculum reform. The physics classroom in junior high school strives to realize the teaching mode of focusing on inquiry, integrating various teaching methods and promoting students' all-round development. In order to promote students' autonomy, cooperation and inquiry learning, it is one of the effective ways for teachers to change teaching methods. At present, the reform of junior high school physics teaching methods has made great achievements, but there are still many shortcomings. According to the teaching goal of junior high school physics, this paper puts forward some countermeasures to integrate inquiry teaching into junior high school physics classroom mode for explanation and research.

Keywords: junior high school; Physics; Inquiry teaching

Under the background of globalization, science and technology have developed in an all-round way. The progress and development of this factor has benefited all aspects of our lives, and education has also undergone corresponding reforms under the conditions of all-round development. With the continuous promotion of the new curriculum reform, more and more attention has been paid to teaching methods. Teachers are encouraged to increase students' active participation, communication, cooperation and inquiry in teaching activities, so that students can become masters of learning and cultivate talents to adapt to the development of the new era through education. Junior high school is a new learning stage for students. Compared with primary school, learning content is not only more difficult, but also more complicated. The courses arranged by the school for students have also increased a lot, which has added a lot of pressure to junior high school students' study.

Junior high school physics is different from senior high school physics. It is included in the big system of natural science. Physics has applications in all aspects and is one of the important foundations to promote the development of science and technology. So through the study of physics, from a small level, we can understand common natural phenomena and understand the principles of things. On a large scale, it is to understand the origin, development and ending of the universe and promote the development of this field. It can be seen that learning junior high school physics is extremely important for the cultivation of talents, so the integration of junior high school physics teaching into inquiry teaching is in response to the requirements of new curriculum reform. The so-called inquiry teaching is a method that allows students to explore independently by reading, observing, experimenting, thinking, discussing and listening to lectures, and discover and master the corresponding principles and conclusions by themselves. At present, there are several problems in junior high school physics inquiry teaching:

First, teachers do not pay enough attention to this teaching method and still follow the previous teaching model;

Secondly, teachers only understand the superficial meaning of inquiry teaching activities, and the methods used are counterproductive. Therefore, in view of the above problems, the following strategies are put forward for discussion and research.

1. Stimulate students' interest in learning

Interest is the key to open the door of events. If a thing wants to succeed, it is necessary to have interest in this aspect, so that you can pay attention. To learn physics well, it is necessary to combine real-life examples to make students interested in physics. Physics is closely related to life, which can make teaching content and teaching methods come alive in physics class. The changes in teaching content can be seen from textbooks, and most of the discussions are related to our lives. Life-related parts are more practical, and students are willing to learn this knowledge. It is difficult to combine physics courses, which requires teachers to explain some difficult knowledge points in detail. Some simple courses can require students to preview themselves first, deepen their influence through the teacher's classroom explanation, and cultivate students' autonomous learning ability through preview. What teachers need to do is to design relevant programs to guide students to carry out purposeful autonomous learning.

2. Improve teaching methods and improve students' inquiry ability.

To improve students' inquiry ability, we must first improve teaching methods. The teacher-centered teaching method in the classroom has certain advantages, so it is not necessary to completely abandon it in the process of improvement. As the saying goes, everything has two sides, both advantages and disadvantages. The application of teaching method restricts students' subjective initiative to a certain extent, so the teaching process should be based on teaching method, and on this basis, students should be more exposed to inquiry teaching.

For example, in the process of experimental collection, the teacher should be a mentor, give some guidance on the experimental operation methods, ensure the smooth progress of the experiment, guide students to collect comprehensive data, let students summarize the scientific laws in groups, then each group takes turns to express the conclusions of this group, and then * * * can get the scientific laws after correcting each other. For example, in the current and circuit class, after the teacher explains the principle knowledge of circuit diagram in class, the students conduct circuit simulation experiments and explorations under the guidance of theoretical knowledge.

3. Increase the ability to understand knowledge through experimental operation.

In junior high school physics study, it is impossible to operate every experiment in the laboratory because of the tight schoolwork. Therefore, students are required to master the theoretical knowledge in the textbook and watch the teacher's experimental operation in class on the premise of being familiar with the basic theory. At the same time, teachers should try their best to let students participate in the experimental operation, instead of just going through the motions with a perfunctory attitude. The study of basic theory is like a foundation, only a solid building built on the foundation can stand, just like the study of physics, to understand the basic laws of physical changes, thus forming related physical concepts and thinking. Teachers' classroom teaching mode should be innovated to adapt to this development. Simple explanation of theoretical knowledge can neither deepen students' understanding of knowledge points, but also easily lead to desertion in class. There are many experiments in junior high school physics learning. Teachers can practice some experiments in class to deepen students' impression of this knowledge point.

For example, to explore the experiment of water boiling, the teacher prepares an iron shelf, alcohol lamp, asbestos net, beaker for water, thermometer, cardboard with holes, stopwatch and (matches) before class, and heats the water with alcohol lamp until it boils. It can be observed that the phenomenon before water boils is that bubbles rise and become smaller and smaller. When water boils, a large number of bubbles rise and become bigger, the water surface bursts, and the water vapor inside is emitted.

References:

[1] Chai Xiqin. Understanding and thinking about inquiry teaching. Teaching materials and methods, 200 1

[2] Xu Xuefu. Three topics of inquiry teaching. Educational research and experiment, 2000

[3] Wang Nan. Practical research on physics inquiry teaching in junior middle school [D]. Changchun: Northeast Normal University, 2008

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