The application of physics knowledge in real life under the new curriculum standard

The new curriculum reform has brought us a brand-new curriculum concept. The new curriculum requires that classroom teaching can stimulate students' strong learning needs and interests, so that students can form a positive and active learning attitude. Physical knowledge comes from practice, especially various practical phenomena, which are closely related to real life and high technology. Therefore, physics teaching must strengthen the connection between physics curriculum content and students' life, modern society and scientific and technological development, and pay attention to students' interest and physical and mental development.

The Outline of National Curriculum Reform points out: "Only teaching that can stimulate students' strong learning needs and interests, teaching that can stimulate students' strong learning needs and interests, teaching that can bring rational challenges to students, teaching that can cut into and enrich students' experience system in teaching content, teaching that can give students enough independent space and opportunities for activities, and teaching that truly achieves' experience in participation, development in innovation' can be improved. This shows that only when learning tasks and learning situations are similar to students' psychological needs and the sustainability of actual phenomena can autonomous cooperative inquiry learning be implemented. The college entrance examination has long been a baton to guide our secondary education. In our usual teaching, we emphasize the teaching of systematic knowledge, the guidance of problem-solving methods and the training of rigorous thinking. Teachers and students are busy with the college entrance examination mechanically, lacking passion and anger, which makes it difficult to arouse students' enthusiasm for learning and intellectual activities and to apply what they have learned to real life, which has caused great pressure on students' physical and mental development.

This paper expounds how to fully tap curriculum resources, apply learned knowledge, solve real life problems, and enable students to master physics knowledge and skills efficiently while purifying their minds and cultivating their sentiments.

First, through the cognitive process from nature, life to physics, stimulate students' thirst for knowledge, let students appreciate the beauty and harmony in natural phenomena, and cultivate students' interest in exploration.

The purpose of the new physics curriculum reform is to guide students to study actively, reduce their psychological burden and stimulate their innovative interest and spirit. The main responsibility of teachers is to create the best learning state and positive learning atmosphere for students by using various teaching methods, fully mobilize their learning enthusiasm and cultivate their awareness of active participation, so as to promote their intellectual development, improve their comprehensive quality and develop their innovative potential. The new curriculum standard establishes a brand-new concept of physics teaching, and clearly stipulates that teachers should pay attention to the development of all students and change the concept of subject-based in physics teaching; From life to physics, from physics to life. "

Physics studies the most basic laws of motion in nature, and the physical phenomena in nature contain infinite mysteries. Let students explore and understand the laws of physics from the familiar life and the phenomena around them, and at the same time combine the physical knowledge with scientific research methods and social practice that students know with application. Let them realize the application of physics in production and life, which can not only increase students' interest in learning physics, but also cultivate students' good thinking habits and scientific inquiry ability. Students gain experience from life, which they deeply feel. According to students' psychological characteristics, in the process of physics teaching, we should try our best to make physical laws close to life, explain the phenomena in daily life with students' life experience, and put physical laws in the right position. This will not only deepen students' understanding of the laws they have learned, but also make students feel that physics knowledge is very useful, thus stimulating their strong interest in physics.

For example, when teaching the physical concept of the center of gravity, because it is abstract, most students think that only gravity is enough in the gravity field, and the center of gravity is useless. In order to solve this problem, after guiding students to understand the concept of center of gravity, I left a question for students: Let students use what they have learned in this lesson to explain why the dripping toilet has to drip for a certain time before they can hear the sound of pouring water. They can't see its internal structure and can only combine it with real life according to the sound they hear. As a result, many students have completed the task well after thinking, and several students' model design schemes are also quite scientific. For students with unreasonable design, I asked other students to help me solve it, which also cultivated the cooperation ability and expression ability between students.

It is not difficult to imagine that students learning physics in the process of "from nature and life to physical knowledge" will certainly stimulate great curiosity in the experience of "physical knowledge is at hand".

Second, according to students' ideological reality, combined with physical knowledge, we should educate students in humanities.

The new curriculum requires new teaching classrooms, and teachers need to help students install research-based learning, experiential learning and research-based experiential learning classrooms, so that students can develop physically and mentally healthily. Physical knowledge contains rich values such as preciseness, truth-seeking, advocating truth and free exploration, and also has the nature of humanism. Physics teaching should and must embody the truth, goodness and beauty of education. The new textbooks show a large number of textbooks that embody the combination of scientific spirit and humanistic spirit, and provide rich resources and related links for building new classrooms. It is rich in dialectical materialism, which can be used flexibly to explain and give play to students' ideological reality and physical knowledge, promote students to form a correct outlook on life and guide their lives; On the other hand, we can deepen and consolidate the physical knowledge we have learned. This kind of learning is not only learning physical knowledge, but also learning thoughts and life.