First, carefully create problem situations and lead them into teaching.
Creating the best problem situation is an effective way and means to urge and guide students to actively carry out independent inquiry learning. We should stick to the teaching objectives. The creation of situations should be closely related to the physical knowledge and skills to be taught. Without this, it is not a physics class. Therefore, when creating problem situations, teachers must closely follow the classroom teaching objectives and make the created situations serve the teaching objectives. It can't be created for the sake of situation creation. No matter whether the teaching goal is necessary or not, we should make some tidbits in the classroom and make the situation creation a decoration. Creating situations should conform to students' cognitive level and age characteristics. When creating a situation around a certain knowledge point, teachers should crouch down and look at the students, pay close attention to their excitement about the knowledge point, their knowledge reserves, their life experiences and the topics they care about, deeply ponder the students' real feelings, try to grasp the real starting point of students' psychology, and create them organically with the teaching materials. Never create divergent problem situations or deviate from the teaching content of this lesson. Means should be diversified. In addition to the application of multimedia modern educational technology, the creation of problem situation can also promote students to achieve the expected teaching goals by using intuitive and vivid objects, objects, practical operations, fascinating stories and challenging language.
Einstein said well, "Education should give students a precious gift, not an unbearable task." Let our teachers carefully create every problem situation and give students more "precious gifts" that they are willing to accept and can promote development! Through careful teaching design, teachers make the new course interesting, deeply reveal concepts, organize teaching rules, enrich practice forms, grade the difficulty of topic selection, flexibly use teaching methods and impart skills in art. It truly shows that our teacher is the "director" and "guide" of students' autonomous learning.
Second, teachers create various opportunities for students to carry out scientific inquiry in the teaching of autonomous learning.
In the question of whether the quality changes before and after the physical or chemical reaction, through students' guesses and assumptions, we design experimental schemes, conduct experiments in groups, discuss in groups, and exchange reports, and finally come to the conclusion that the quality remains unchanged before and after the physical reaction, and the content of the law of conservation of quality is obtained. Through the reaction of sodium carbonate and dilute hydrochloric acid, the balance is unbalanced in an open container and balanced in a closed container. Furthermore, students can draw the conclusion that if gas is generated or participates in the reaction, it should be reacted in a closed container to verify the law of conservation of mass. The whole teaching process was completed in one go and achieved good results. In the process of participating in scientific activities, students discover problems, feel the scientific process, obtain factual evidence, test their own ideas and scientific theories, and gradually form scientific attitudes, emotions and values. At the same time, according to different teaching contents, teachers create various conditions and forms to carry out exchanges between students. Cultivate students' ability to ask questions boldly, encourage students to discuss openly, encourage students to study cooperatively, and carry out inquiry activities in the form of cooperative groups, so that everyone can participate in the group work, so that students can realize that the team members have their own strengths and their knowledge and skills can complement each other, and cultivate students' cooperative spirit through such activities. In ideological education, natural and sincere emotional expression can also infect students.
Third, gain physical knowledge and experience in practice.
"Practice makes true knowledge". Research shows that when people are studying, if they just listen and don't watch, they can only absorb 30% at most; If you do it yourself, you can reach more than 90%. Physics Curriculum Standard for Senior High School emphasizes that hands-on practice is an important way to learn chemistry effectively. Therefore, physics teaching should allow students to fully practice. Let students experience physics in life practice. Life is a huge classroom, and learning should be students' own life practice. Returning to student life makes students feel more cordial. Teachers should be good at capturing life phenomena and collecting life cases in combination with classroom teaching content. Guide students to use the prototype of life, and combine their own practice and reflection to become physical knowledge, so that students can acquire physical knowledge full of vitality and experience the endless fun of physics. Let students apply what they have learned in comprehensive practice. Physics originates from and serves life. The vitality of physics lies in that it can effectively solve various problems raised by the real world. Therefore, our teachers should guide students to carry out colorful comprehensive practical activities. Let students enrich their understanding of physics, experience the connection between physics and life, feel the value and function of physics, form the consciousness of using physics, enhance their confidence in learning physics well, and improve their ability and creativity in solving practical problems.
Fourthly, mental health education runs through physics classroom teaching in senior high school.
Excavate teaching materials and educate students' emotions. In physics class, make full use of the relevant contents of physics textbooks to cultivate students' emotions, arouse their singing, and stimulate students' good emotions such as happiness, optimism and sympathy. For example, introduce the brilliant achievements of metallurgy, ceramics, gunpowder, paper-making and brewing in the history of physics development in China, and criticize individual small enterprises and small factories for stealing the "three wastes", which has caused serious damage to the ecological environment, so as to arouse students' disgust at this behavior that lacks social morality and public awareness, and to be an upright person and a person with a big picture and public morality consciousness after entering the society.
Fifth, use the teaching of physics history to cultivate students' strong will.
This paper introduces some famous physicists in history, who are engaged in scientific research activities, are not afraid of the dangers of the experimental process, the harsh conditions, the blows after repeated experimental failures, the ridicule of "authority" and "wise men", firmly believe in their own ability and the value of their work, and make unremitting efforts, and finally achieve great achievements that have a great impact on human society. In the teaching of elements, the process of discovering uranium by Madame Curie, a famous physicist and chemist, is introduced. About 400 tons of uranium pitch, 200 tons of physical drugs and 800 tons of water were separated and measured bit by bit before one gram of uranium was finally extracted. Such a heavy project is completed in a simple shed, and it is impossible to achieve it without tenacious willpower and firm goals. Through the above introduction, students can realize that there are bound to be many difficulties in the research process, and it requires strong will and unremitting efforts to succeed. This will help students overcome the bad qualities such as timidity, retreat and blind obedience when doing experiments.
Sixth, cultivate students' sound personality.
Scientific experiments help to cultivate the innovative spirit of independent thinking and dare to question, the exploratory spirit of keen perception and finding problems, the realistic spirit of emphasizing experiments and stressing practical results, and the team spirit of good communication, friendship and cooperation. These creative personalities, involving ideals, beliefs, will and emotional morality, are gradually cultivated in learning activities, expressed and developed in creative activities, and can guide personal success and promote the production and success of creative achievements.
In a word, in physics teaching practice, some new teaching ideas and design methods different from the traditional ones should be applied and summarized frequently in physics classes. Only in this way can teachers' personalized teaching style be formed, which is suitable for students and accepted by them. In this way, the teacher can be regarded as a successful teacher and be close to the students and accepted by them.