1. Teaching practice and psychological research show that junior high school students have certain observation ability, experimental ability and thinking ability, but their analytical judgment ability is immature and their autonomy is not strong, so they need to be given correct and timely guidance. It is unrealistic to completely let go and bind too much in inquiry learning, which will not only fail to achieve the teaching objectives, but also have a negative impact on the follow-up courses. Therefore, in the inquiry learning activities, both students' independent inquiry and teachers' necessary guidance are needed to realize the teaching objectives in interaction.

The open class "Exploring the Imaging Characteristics of Plane Mirrors" originally wanted to be completely open and explore independently. That is, after creating the scene, students observe, discuss and guess the imaging characteristics of the flat mirror, and then design their own schemes and experiment in groups to test whether their guesses are valid and finally get the imaging characteristics. However, it was obviously too difficult to control when I tried teaching, and some students didn't even fully understand my intention. As a result, they had to temporarily adjust their teaching strategies, and the effect was naturally unsatisfactory. Through reflection, I realize that only good wishes and good ideas, regardless of the current situation of students, will naturally not achieve ideal results.

In the open class, according to the cognitive ability of junior two students, the scheme is redesigned, and the guidance of teachers is appropriately increased. According to the students' guesses, the experiments were carried out step by step, and the teachers became a member of the research topic in time, and the effect was much better. Because the learning process is returned to students, without the absolute authority of teachers, students naturally complete the cognitive process according to their own nature and intelligence level under the guidance of teachers, and their enthusiasm is naturally high. They think and discuss from different angles, design different schemes, choose different experimental equipment, start experiments actively, and then think, discuss and communicate, just like a scientific research scene. In addition to the usual methods (such as a person holding up his left hand and an image in the mirror holding up his right hand, etc.). ), the students found several creative methods in the activity. For example, when testing whether the plane mirror image and the object are symmetrical about the mirror, a student picked up a lighted candle and moved it in front of the mirror. He found that when the candle tilted (not intentionally at first), the image in the mirror also tilted, but in the opposite direction to the candle. Using the knowledge of axial symmetry in mathematics, we can draw the conclusion that the object image is symmetrical with respect to the plane mirror. The matchbox in another student's hand "helped a lot" in the experiment. He found that when the matchbox in his hand was on the left side of the candle, the image of the matchbox was on the right side of the candle image. If you change the position, the image will change, so he also concluded that the image of the object is symmetrical. Obviously, students have become the main body of teaching in classroom activities, and they are delighted with their discovery (or innovation). I think they will never forget such a process of asking in person.

Inquiry teaching activity is a special cognitive activity and practical activity. Teachers and students are subjects, and they must also be subjects. They perform their roles through their dynamic roles and interact harmoniously. Only in this way can the inquiry teaching activities be carried out smoothly. If either teacher or student can't play their role actively, actively, independently and creatively, they will lose the characteristics of the subject, and then the goal of inquiry teaching can't be achieved.

Inquiry activities should allow students to make mistakes and not pursue the integrity of the activities.

Because of the equipment, environment, knowledge level, operation skills and other reasons, students' experimental results and conclusions sometimes have great errors. If teachers take this opportunity to ask questions, find out the reasons through analysis and discussion, and improve experimental methods, it will be of great benefit to further improve students' experimental skills and comprehensive ability. Never criticize or deny it easily. At the same time, students' ability should be fully considered when grouping before class, and communication should be organized in time during the activity, so that students can learn to listen to other people's opinions and work together to achieve the goal of the activity. Of course, after-school remedies are also necessary. For groups or individuals who have problems in the process of inquiry, teachers should provide opportunities for re-inquiry, and on the basis of analyzing the causes of failure, help them improve their experimental methods, complete the inquiry, and eliminate the possibility of negative effects caused by failure. * * * sexual problems, teachers should take appropriate measures to remedy, or put forward new research topics. This is normal. It is problems or mistakes that lead to improvement and innovation.

In a class of "Research on the Characteristics of Series Circuits", students are very active because of independent exploration in groups. Five of the eight groups have summarized the characteristics of current and voltage in series circuit from experimental data. However, one set of experimental data is almost irregular, and the other two sets of experimental data are approximately consistent with the circuit characteristics. In the process of communication, due to the influence of the group with the correct conclusion, the representatives of the latter two groups said: "Our experimental data show that the currents in the conductors in the series circuit are basically equal; The sum of the voltages across each wire in a series circuit is basically equal to the total voltage across the circuit. " The representative of the group with questionable experimental data said: "Our group's experiment can't verify whether the conjecture of current and voltage in series circuit is valid." This situation is normal, because of the influence of contact resistance at the wire connection or improper operation when connecting the circuit, the experiment failed. Considering the limited time in this class, I only affirmed the inquiry activities of the three groups and recognized their scientific spirit of seeking truth from facts. First of all, please ask the students (including those with normal experimental conclusions) to analyze the reasons for this experimental phenomenon for the next class. Although the teaching progress has been disrupted, I have to spend a class to "clean up", but it can make students move and actively explore new and deeper topics, which is not in line with it.

2. Application

The conclusion of the above problems can be used to solve "why is the temperature difference in inland areas greater than that in coastal areas?" problem

Of course, we should also pay attention to some problems in the inquiry activities:

1, opening does not mean letting things drift, and the development of the whole teaching situation must be under the guidance and control of teachers; It is not that teachers can be more relaxed, but put forward higher requirements for teachers: how to make students' autonomous activities orderly and effective? This requires designers to fully estimate the current situation of students' learning and the difficulty of teaching content, and at the same time design the environment and media more appropriately.

2. When cultivating students' inquiry experiments, teachers should pay attention to cultivating students' learning ability by using the network. Now the network is very developed, and when collecting information, you may be able to collect almost anything you want. For example, when I was exploring Archimedes' principle, I entered Archimedes' experiment on Baidu's website and immediately found some simple and easy methods to verify Archimedes' principle, such as "leverage method" and "pumping method". Of course, it is relatively easy to search for good free courseware.

3. Compared with the real teaching environment, teachers have enough time to plan and check the whole teaching process carefully in the inquiry teaching design. Therefore, it is one of the difficulties for teachers to rehearse all the factors involved in inquiry teaching repeatedly in order to control these factors more accurately, especially to grasp the whole inquiry process.

4. Encourage questions. The development of science and the progress of technology all begin with the discovery of problems. Mr. Tao Xingzhi, a people's educator, put it well: "The starting point of inventing millions is to ask." Teachers should protect and promote students' enthusiasm for asking questions from the beginning, because most students have not developed the habit of asking questions, and even if they have questions, they are worried that their questions are too simple, and they are afraid that they will be laughed at by others if they ask the wrong questions, let alone explore the topics in depth. Encouraging students to ask various questions is the key to complete the design. Therefore, we should deeply understand what the famous physicist Mr. Li Zhengdao once said: "It doesn't matter if you are wrong. If you are wrong, you can correct it at once. The terrible thing is that you won't ask questions and take the first step. "

5. In order to better complete physics inquiry teaching, teachers should first adapt to the changes in new forms. Teachers are not a repository of knowledge, and it is impossible to answer all the questions raised by students. To believe that every student has great potential, the role of teachers is to develop each student's potential. We should be good at guiding and guiding students in every process of physical inquiry, so that students can learn knowledge, methods and research in the process of physical inquiry. This is a hard and meaningful job. Teachers should overcome all difficulties, work hard to complete this work, and be good at summing up the teaching experience of physics "inquiry activities" to make it constantly perfect.

Finally, it needs to be explained that the main task of physics "inquiry activity" is not to impart physical knowledge, but to let students actively participate in social and life practice, experience and explore from practice, so that students can gain direct experience through actual operation or personal experience, and use what they have learned to analyze and process the results.

Chapter three. The formation of concepts and the establishment of laws should be the highlight of classroom teaching. Teachers must fully "downplay" this process, let students know its ins and outs, and appreciate physicists' methods of studying problems and the hardships of scientific exploration. For example, Newton's first law, if we simply tell students a static conclusion instead of guiding students to experience it according to the regular discovery process, that is a big shortcoming in teaching. Therefore, while imparting knowledge, we must pay attention to excavating the scientific methods hidden behind knowledge, so as to make them the source of developing students' scientific thinking. In this part, I arrange for students to discuss the following questions:

1. What's wrong with Aristotle's intuitive view? Due to the limitation of the times, Aristotle did not consider the existence of friction. )

2. What are the characteristics of Galileo's method of studying problems? (experimental facts+scientific reasoning = correct conclusion. This research method has important guiding significance for future scientific research. )

3. What is Galileo's contribution to science? ("Destroy intuitive ideas and replace them with new ones." -Einstein)

4. How did Descartes improve Galileo's expression? (Regarding the directionality of motion, Galileo did not distinguish physical quantities into vectors and scalars. )

5. How did Newton supplement and perfect the previous theory? (1) the movement of the object does not need force to maintain; ② Put forward the concept of inertia. Newton's first law is actually an inheritance of Galileo's thought. )

6. What is the natural law revealed by Newton's first law? (the correct relationship between force and motion)

7. What do you think of Newton's sentence "If I have made any contribution to science, it is because I have stood on the shoulders of giants and seen farther than others"? This is a truth-seeking motto. )

In the teaching of Newton's first law, the teaching emphasis should be on fully demonstrating the original discovery process of scientists and revealing the thinking method of Galileo's research problems, and making appropriate editing and compilation at the educational and teaching level, so that students can trace back to the source, make the teaching process truly become the "rediscovery process" or "sub-research process" of students' inner experience and active participation, and let students truly realize that the truth discovery process is a spiral rising process.

We should be good at using logical reasoning and mathematical deduction to implement inquiry teaching.

Many rules and formulas of physics are derived from the old knowledge learned under certain conditions through strict mathematical deduction, which is another key point of learning, involving two aspects: first, logical reasoning; The second is the way of thinking. For example, kinetic energy in mechanics: we should not only know its expression, but also know its derivation process: if the kinetic energy of an object is expressed by the work done by an external force, it can be obtained. According to Newton's second law and kinematics formula, we call it kinetic energy.

4.

As a modern physics teaching mode, inquiry teaching should be the direction of our teaching reform and development, but it can't be done in one step. At present, the key lies in teachers' recognition of inquiry teaching and their sense of responsibility for effective physics teaching. At the same time, teachers' own understanding of scientific inquiry and their ability to guide students to carry out scientific inquiry are also very important.

According to the actual situation of schools and students, taking scientific inquiry as the guiding ideology of physics teaching, starting from the following three aspects, we will gradually change the traditional teaching mode and develop into inquiry teaching. First, the idea of scientific inquiry is embodied in specific teaching methods and means. For example, Galileo pioneered experimental research, and his research on free fall is a model of scientific inquiry; After long-term thinking about the motion of celestial bodies, Newton finally discovered gravity and unified the motion law of the earth and celestial bodies, which are all monuments in the process of scientific inquiry. Second, just like the inquiry process of scientists, students' inquiry methods are flexible and diverse, rather than a set of specific models and procedures. Teachers should pay attention to stimulate students' enthusiasm for inquiry and cultivate students' consciousness and ability of independent inquiry. Third, scientific inquiry does not necessarily require a well-equipped laboratory. Teachers should make full use of low-cost items in life and guide students to carry out inquiry activities on the basis of humility.

The process of "trying to answer and verify" reveals the law of knowledge and finds the methods and ways to solve problems. Its essence is to let students learn the thinking mode and research method of scientific research, so as to cultivate students' ability to actively explore, acquire knowledge and solve problems.

The understanding and knowledge of physics is gradually formed through the learning process of personal experience. Physics class should not be a combination of listening to lectures, taking notes, doing experiments and doing exercises, but a process of constantly exploring the nature and internal relations of physical phenomena with the guidance and help of teachers, and taking scientific inquiry as the guiding ideology of physics teaching reform, which is the requirement of embodying the nature of physics and promoting the development of students' scientific literacy, and is the development trend of physics education.

How to Infiltrate Inquiry Spirit in Physics Teaching

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Physics is based on experiments, and many phenomena can explain the knowledge of physics. In teaching, I explore the design of experiments, so that students can find problems and find solutions. In the teaching of inquiry experiment, we should first put forward the questions to be explored, and the questions should be novel and interesting, so as to fully mobilize the enthusiasm of students. When I was studying friction, I suggested that we all know that walking depends on friction. We usually walk steadily, but it is easy to fall when we walk in rainy days. Do you want to know why? Then let's "discuss which factors are related to the magnitude of friction." Ask students to do exploratory experiments in groups: one group explores whether the friction force is related to the material of the contact object, the other group explores whether the friction force is related to the roughness of the contact object, and the third group explores whether the friction force is related to the positive pressure. Secondly, we should guide students to make scientific guesses about problems according to their physical knowledge and life experience, encourage students to make bold assumptions and discuss, and design experimental schemes in groups to test guesses, including which experimental equipment to choose, which physical quantities to measure successively, and how to operate. For example, in the teaching of gravity, guide students to guess whether the magnitude of gravity may be related to factors such as shape, volume and quality, and design and select relevant materials to explore. Thirdly, let students gain positive emotional experience through personal participation in exploration and practice activities, and gradually form a psychological tendency of loving questions, being willing to explore and actively seeking knowledge in daily study and life. For example, in the teaching of the law of conservation of mechanical energy, I arranged a demonstration of "touching the nose". The equipment is simple, but the effect is good. Tie a rope about two meters long to the ceiling and an iron ball to the lower end. During the demonstration, the "brave" students are invited to come up, so that the iron ball tied to the rope deviates from the balance position and just touches the nose of the participants. At this time, the iron ball was released. When the iron ball returned, the audience below and the participants above were very nervous, but the iron ball just touched the nose of the participants and came to an abrupt end. The participants were safe and sound. Because the students participated in the whole demonstration process, they felt deeply, which is very helpful to understand the law of conservation of mechanical energy.

Inquiry teaching is carried out in the formation of concepts and the establishment of laws.

5. Use the principle of "no mistakes" and take the initiative to participate in the inquiry experiment.

The principle of "not making mistakes" is actually the principle of "not blaming", that is, as long as students actively participate, they will be encouraged, and they are not afraid of making mistakes. Instead, they will try their best to find out what is worthy of recognition and give appropriate encouragement to help students establish self-confidence and self-motivation in the harmonious inquiry-based physics experiment teaching process, which is a unique embodiment of teachers' teaching ideas, teaching styles and teaching skills.

Let students develop harmoniously in inquiry physics experiments.

The all-round and harmonious development of students has two meanings: first, to make students develop vividly, lively and actively in moral, intellectual and physical aspects; The second is to let students have special skills on the basis of all-round development. Therefore, in the process of inquiry physics experiment teaching, I pay attention to cultivating students' thinking methods and innovative ability in the process of scientific inquiry, thus promoting students' harmonious development. The process of physical inquiry experimental learning includes the process of cultivating students' physical thinking methods, which is varied. I have a special liking for cultivating students' reverse thinking. For example, before learning "electromagnetic induction" in inquiry experiments, students can review Oster's experiments and ask: Since electricity can produce magnetism, can magnetism in turn produce electricity? For example, after learning the law of convex lens imaging in inquiry experiments, students can first judge the imaging properties of cameras and slide projectors, and then explain their imaging principles with reverse thinking analysis. In this way, students have a certain habit of reverse thinking about some physical knowledge problems in their minds, which is conducive to physical inquiry learning.

Harmonious development is a new realm of all-round development. As long as we have a harmonious educational concept, pay attention to the establishment of a harmonious relationship between teachers and students, and put the harmonious concept into education and teaching, we can achieve the greatest research results of students' harmonious development.

After nearly a semester of research, some preliminary results have been achieved, and the cooperation of students in scientific inquiry is an indispensable condition. From asking questions in scientific inquiry to reaching the final conclusion, students are full of harmonious and happy communication, so that students can acquire knowledge in a United and harmonious atmosphere.

The application of harmonious education in scientific inquiry is a long-term working process, which should run through the whole teaching process, rather than a phased task. I have just joined a new class this semester. The main purpose of developing this topic is to cultivate students' sense of cooperation in scientific inquiry, establish a harmonious relationship between teachers and students, and make students' inquiry activities more effective.