How to apply information technology to physics classroom teaching

The Application of Information Technology in Physics Teaching Panjin Xiangyue No.3 Complete Middle School.

With the rapid development of science and technology today, with the progress of science and technology, modern information technology continues to penetrate into education and teaching. The integration of information technology and subject curriculum provides a broad space for teachers to control the classroom, and at the same time, it can satisfy students' interest in learning and improve learning efficiency. Due to the characteristics of physics, the advantages of information technology in all aspects of middle school physics teaching are obvious. Therefore, multimedia-assisted teaching, as a modern information technology, has played a great role in helpless teaching.

Physics is a natural science based on experiments, which is closely related to real life. But its knowledge is abstract, and many students think it is invisible and intangible, which is even more unimaginable. Over time, they will lose interest in physics. The addition of information technology can create physical situations, further optimize experimental teaching, improve experimental teaching effect and stimulate students' interest in learning. The application of information education technology, especially multimedia technology, has played a great role in the integration of physics teaching. Such as multimedia computer technology, network technology, video technology, physical exhibition stands, multimedia projectors and other modern information education technology media have the functions of intuitive image, from small to large, from far to near, time and space transformation, dynamic and static changes, speed adjustment and repetition. It is an ideal wing for physics subject with experiment as the main teaching method, and it is of great significance for integrating physics teaching, optimizing classroom teaching process and improving physics classroom teaching effect.

First of all, the application of information technology in physics teaching can expand students' information.

Information technology based on computer network provides opportunities for teaching reform, and the integration of information technology and disciplines is the means and method of teaching. On the websites related to physics, students can check the biographies of physicists in ancient and modern times, their stories and interesting things, the development history of physics in China and the world, interesting problems in self-study in class, and related problems in learning. They can dabble freely online, broaden their horizons, enrich their knowledge and master many methods of lifelong benefit.

Second, the application of information technology in physics teaching can stimulate students' interest in learning.

The traditional teaching view holds that teaching is a teacher's job and occupation, emphasizing the role and position of teachers, emphasizing teachers' "teaching" and carrying out teaching activities with teachers as the center. Modern teaching view holds that teaching is the unity of opposites between "teaching" and "learning", in which "learning" is the starting point and destination of teaching, "teaching" means "teachers teach students to learn", and students' "learning" is put in the first place. With the integration of information technology, students can understand the subject of physics from many aspects, connect with real life, break the traditional teacher-led model in class, and make students really take the initiative to participate in the research and exploration of physics as the main body of learning. Make classroom teaching no longer boring. With the addition of information technology, students have the interest and motivation to study physics actively.

Thirdly, the application of information technology in physics teaching can make use of abundant information resources.

Education cannot exist in society in isolation, and social progress has promoted the development of this kind of education. With the application of information technology, we can know the information of the world's top physicists and the development trend of physics research in China in time, and even learn some advanced teaching methods and modes in the field of physics education. In the process of learning, students not only rely on textbooks to understand physics. The physics they are exposed to is no longer an argument in a simple textbook a few years ago, but a new viewpoint and theoretical basis that keeps pace with the times. This can also combine practice with theory, make students feel that physical knowledge is also essential in real life, and separate physics from the narrow space of a simple book discipline.

Fourthly, the application of information technology in physics teaching can be abstracted into concrete.

Physics is a subject based on experiments, and experimental teaching and demonstration experiments are important parts of physics teaching in middle schools. Colorful, lively and interesting experiments are the characteristics of physics experiment teaching. Using the experimental class can not only make students remember some relevant conclusions and experimental steps, but more importantly, it can make students thoroughly understand and fully grasp the process of producing experimental conclusions. In the demonstration experiment of physics class, due to the limitation of conventional experimental instruments, the experimental effect is often unsatisfactory. With the help of multimedia technology to simulate some important physical experiments that are difficult to complete in the real experimental environment, it can make up for the shortcomings of conventional experimental instruments and improve the demonstration effect of physical experiments. For example, when I do the experiment of convex lens imaging law, I first demonstrate it with conventional instruments according to the traditional experimental methods. Due to the limitation of conventional experimental instruments, the phenomenon that the image formed by candles on the light screen changes with the change of object distance is not obvious, which leads to students' incomprehension of the characteristics of convex lens imaging and confusion. At this time, I used multimedia technology to simulate the imaging law of convex lens, demonstrating the changes of object distance, image distance and image during the whole experiment from infinity to less than focal length. The whole simulation experiment process is smooth, intuitive and clear, which makes students have a clear and complete understanding of the experiment. It can be seen that the integration of information technology and physical experiments can break through the limitations of conventional experimental instruments, so we should give full play to the advantages of information technology, simulate and help those difficult, complex and difficult experiments, and combine them to make experimental teaching rise to a new level, thus helping students discover laws, acquire knowledge and improve scientific and cultural quality and experimental skills.

5. The organic combination of the application of information technology in physics teaching and the teaching process can optimize the teaching process.

The scientific use of multimedia-assisted teaching can make the classroom lively, improve students' interest in learning, let students learn in a lively and relaxed atmosphere, accept knowledge quickly and have good classroom effect.

(1) Create a scenario skillfully. Using multimedia, we can create vivid social, cultural and natural scenes related to teaching content and closely related to students' reality, form a specific teaching environment and atmosphere, give students a variety of stimuli, let students listen, see and think, fully mobilize students' multiple senses, and fully stimulate students' multiple intelligences to know and understand physical phenomena and essence, so as to promote and improve students' understanding ability and stimulate students' learning initiative in a short time.

(2) Design simulation experiment. Some physical experiments are difficult to observe and judge step by step. Through multimedia technology, we can simulate and control the speed of experiments, adjust the progress of teaching and learning, and achieve the purpose of experimental learning under the inspiration of teachers and computers. At the same time, the simulated physics experiment can help students master the main characteristics and changing process of the observed object, clarify the phenomena and conditions of the observed object, and help to cultivate students' attention.

(3) Strive to break through the difficulties. Some difficulties in teaching make it difficult for students to understand the breakthrough by traditional methods. If you use computer simulation, you can often get good results. Teachers can make animations to describe some abstract physical phenomena or a physical process according to their own needs, which will achieve very good teaching results. At this time, you can turn the still picture into a movable two-dimensional or three-dimensional animation, so that students can understand this part of knowledge more intuitively and deeply and vividly.

(4) Integrating existing knowledge. In physics teaching, it is often necessary to compare, summarize, generalize and summarize the contents of learning in different periods. When reviewing physics experiments in graduating classes, it is difficult for teachers to draw all the instruments and equipment required to master in the syllabus, and it is impossible to redo all the experiments they have done. At this time, if the experimental devices, experimental processes and phenomena are reproduced by computer simulation to arouse students' memory of old knowledge, it will help to compare and deepen their understanding and memory, systematize students' knowledge and save a lot of time.

Sixth, the application of information technology in physics teaching can give full play to students' main role.

Advocating subjectivity education is the realistic need of socialist modernization and the trend of international education reform. The process of subjectivity education is the process of students' autonomous learning and activities under the guidance of teachers. According to the viewpoint of cognitive learning theory, in order to obtain effective cognition, students' initiative and enthusiasm must be fully exerted.

Multimedia courseware can combine the audio-visual function of TV with the interactive function of computer, produce a new way of man-machine interaction with pictures and texts, and can give immediate feedback. In this interactive learning environment, students can choose what they want to learn, choose exercises suitable for their own level, or choose different teaching modes to study according to their own learning foundation and interests. This interactive way is of great significance to the teaching process.

Teaching should make students feel the surprise and pride of discovery, the joy of satisfying curiosity, the joy of creation and other emotional experiences, let students study and think with high and exciting emotions, and make teaching an activity full of vitality and passion. The application of multimedia courseware can give full play to students' subjective cognitive function and meet the above requirements well.

The application of information technology in physics teaching can improve the learning effect and cultivate various abilities.

If you can see, listen and operate with your hands, the amount of information obtained through this kind of sensory stimulation is much stronger than that obtained by simply listening to the teacher. If students can hear and see, and then express it in their own language through discussion and exchange, the maintenance of knowledge will be much better than traditional teaching. The application of multimedia courseware in teaching can effectively stimulate students' interest in learning and make them have a strong desire to learn, thus forming learning motivation, actively participating in the teaching process, increasing the amount of classroom information, making students easy to accept, mastering the key points and difficulties of teaching in a pleasant atmosphere and interactive discussion, and the teaching effect is quite obvious.

At the same time, by using the functions of computer and network, we create a situation in which concepts are introduced, laws are deduced, questions can be raised step by step, and students' knowledge can be externalized, so as to guide students to actively explore and discover the set physical problems. Therefore, the application of multimedia technology in classroom teaching is to assist classroom teaching. An excellent tool to help teachers complete "creating situations, stimulating motivation, asking questions, building pictures, guiding discussions and making the finishing point". According to the basic idea of "focusing on ability", multimedia courseware is not only conducive to the transfer of knowledge, but more importantly, it is used to create situations for ability training, which is mainly reflected in the following four aspects:

1, using courseware to create physical scenes and cultivate students' intuitive thinking ability?

2. Use multimedia courseware to show the physical process and cultivate students' thinking ability in images.

3. Use multimedia courseware to analyze pictures and cultivate students' logical thinking ability.

4. Create a dynamic image and cultivate students' dialectical thinking ability.

Things are always moving and changing, and the change of things can be divided into quantitative change and qualitative change, in which qualitative change is a sudden change, while quantitative change has a process, and the quality of things does not change in the process of quantitative change. Therefore, finding the constant part in the change is an important way to grasp the essence of things.

The thought of changing with constancy and changing with constancy is an important embodiment of dialectical thinking in physics and the soul of physics. It runs through physics from beginning to end, displaying dynamic pictures by using geometric sketchpad or other teaching software, helping students to gradually cultivate the consciousness of striving for constancy in the process of exploring essence and seeking truth, guiding students to think philosophically about physical problems, and thus cultivating students' basic quality of "looking at problems comprehensively and essentially".

Eight, the application of information technology in physics teaching can effectively solve classroom contradictions.

Computer multimedia technology can make the teaching process illustrated, lively and knowledgeable by means of words, graphics, images, animations, audio and interactive networks. In these dynamic learning environments, it is easier for students to understand and master the teaching content, which can greatly speed up the learning progress and improve the learning efficiency. More importantly, due to the acceleration of teaching progress, students have invisibly increased their study time. In physics classroom teaching, it is difficult to solve problems by speaking. For example, with the traditional teaching method, it is difficult for students to understand even a class, which will only deepen their fear of learning physics knowledge. This kind of knowledge can make full use of multimedia technology, so that everyone can see the simulated intuitive scene, which can not only make the content lively, stimulate students' interest in learning, but also increase their knowledge. The use of multimedia courseware can greatly accelerate the teaching progress, thus saving a lot of time. What a few students can't understand in time can be played repeatedly to strengthen students' cognitive ability.

Multimedia courseware teaching is an organic combination of theoretical teaching and practical teaching. Teachers can use multimedia teaching to explain theoretical knowledge, demonstrate experimental steps, guide students to learn or let students do experiments at any time in class. Students can not only learn "necessary" and "sufficient" theoretical knowledge, but also master practical operation skills, so as to save time and be efficient and solve class conflicts.

In addition, the application of modern educational technology must be well guided. Teaching technology is just a tool. Teachers must consider its instrumentality when showing it to students, instead of taking it as the teaching theme, so that students can focus on technology rather than teaching content. Otherwise, teaching technology will become a disturbing factor. Therefore, when using multimedia to assist physics teaching, we must try our best to prevent and eliminate all kinds of interference and ensure the orderly teaching.

With the continuous development and maturity of multimedia technology, computer, as an ideal cognitive tool in the teaching process, has been widely used in education. It can be predicted that the introduction of multimedia courseware into classroom teaching will not only promote the reform of teaching methods, but also promote the reform of the concept and form of teaching materials, teaching methods and classroom teaching structure, thus promoting the reform and development of teaching ideas and teaching theories.