Give some good learning methods.

Learning in senior high school not only needs a lot of memory, but also needs to be improved on the basis of basic knowledge. It needs to be considerate and flexible in different situations. But rote memorization makes some students' brains rigid, forgetting that learning methods should change with the change of learning content. High school sticks to the learning experience of junior high school and is unwilling to explore new learning methods, which is a sign of inadaptability to new learning. In fact, it is a kind of laziness and complacency. It's like climbing a mountain. The spring is beautiful, others appreciate the splendid spring flowers along the way, and it is fun to climb up. However, students who insist on rote learning are in the dark rainy night. They have to be waterproof and slippery, and they are worried about mudslides. They are bitter and tired, and they may not be able to reach the top of the mountain smoothly, because there will always be accidents in the dark, which will also increase their psychological burden and make them unable to see anything and feel afraid.

There are quite a few students who have this problem among senior one students. Teachers should guide in time and know the benefits.

First of all, it is a sign of laziness to make it clear that the idea of writing in a book until the end of the exam is recited. This idea is actually telling him that this knowledge can be forgotten in class and will be reviewed later anyway. It is this kind of thinking that causes him not to listen carefully in class, or to talk, or to be distracted, or to make small moves. I don't think carefully about the questions asked by the teacher, and I don't take the initiative to answer them. I have no sense of participation. After a class, he seems to have written a lot in the book, but it's useless. He didn't intend to keep them in mind at all, and writing them in books was just a psychological comfort. As for memorizing before the exam, it is a kind of self-deception. Although there was review before the exam, it was the teacher who led the way to do the exercises. There is no time and he will not be given much time to review freely. Schools hand out materials one by one, students do them one by one, and teachers speak them one by one. Is it possible that he still has free time to review?

Secondly, a clear and positive learning attitude will make students pay attention to the rationality and feasibility of learning methods. A positive sense of participation will improve the efficiency of classroom learning. In class, arouse the enthusiasm, activate the cranial nerves, make every cell in an excited state, actively think about the questions raised by the teacher and take the initiative to answer them. As for the main points of knowledge said by the teacher, it doesn't matter whether they can be recorded in the book. It is important to make full use of the class time, keep it in mind, keep it in mind, and spend a minute or two reviewing the class content after class to enhance your memory. Self-test after class. Every time you finish a lesson, you should make a workbook in time to check what knowledge you have mastered and whether there are any loopholes. Don't just rely on feelings when doing problems, you should take the initiative to look up the dictionary and turn over the textbooks, and try to correct every problem. Ask if you don't understand, don't play dumb.

In this way, if you study hard at ordinary times, learn efficiently and remember your knowledge well, it will be easy to review before the exam, and teachers will understand that it is natural for students to get good grades in the exam.

Positive learning attitude and reasonable learning methods will lead students out of the dark to a bright spring, master knowledge happily and get good grades easily.

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Physics learning method in senior one.

Students who have just entered senior one have started a new round of study and life. When I face these students personally, how should I teach them high school physics knowledge so that they can face new challenges calmly?

First, do a good job in the convergence of junior high school physics

Physics in senior high school is difficult to learn, and it is difficult to "step on" the connection between junior high school and senior high school. This step lies in the content of physics textbooks, teaching methods and students' learning ability, thinking methods and psychological characteristics. Most of the physical phenomena and processes in junior high school physics learning are "visible and tangible", and they are often closely related to daily life phenomena. Students' thinking activities in the learning process are mostly concrete thinking based on vivid natural phenomena and intuitive experiments, and less abstract thinking methods such as logical thinking using scientific concepts and principles are needed. Students are required to explain many physical phenomena in junior high school physics exercises, and the results can be obtained directly by formulas in calculation problems. Compared with junior high school, the content of physics learning in senior high school has greatly increased in depth and breadth, and the physical phenomena learned are more complicated, and the connection with daily life phenomena is not as close as that in junior high school. When analyzing physical problems, we should not only start with experiments, but also start with the establishment of physical models to explore problems in many ways and at many levels. In the process of physics learning, abstract thinking is more than image thinking, and dynamic thinking is more than static thinking. Students need to master the methods of inductive reasoning, analogical reasoning and deductive reasoning, especially with scientific imagination.

Students who have just graduated from junior high school and high school generally can't adapt at once, and they all find it difficult to learn physics in senior one. How to do a good job in the connection of physics teaching in junior high school and reduce the steps of physics learning in senior high school and junior high school; How to make students adapt to the characteristics of high school physics teaching as soon as possible and overcome the difficulties in learning physics has become the primary task of our senior one physics teacher.

1. Pay attention to the assimilation and adaptation of old and new knowledge.

Assimilation is the integration of newly learned physical concepts and laws into the original cognitive structure model, and the cognitive structure is enriched and expanded. Adaptation is the renewal or reconstruction of cognitive structure, and the newly learned physical concepts and laws can no longer be accommodated by the original cognitive structure model, so it is necessary to change the original modeler or establish a new model.

In the teaching process, teachers help students assimilate new knowledge with old knowledge, so that students can master new knowledge and transfer knowledge smoothly. High school teachers should know what knowledge students have mastered in junior high school and carefully analyze what students have learned. This paper compares the research problems of high school textbooks and junior high school textbooks from the aspects of text expression, research methods and thinking characteristics, and makes clear the connection and difference between old and new knowledge. Choosing appropriate teaching methods will help students to use old knowledge and absorb new knowledge smoothly, thus reducing the learning level of physics in senior high school.

Many examples show that students can assimilate new knowledge consciously, but often they can't consciously adopt adaptive cognitive methods. In the study of new physics knowledge that needs to update or rebuild the cognitive structure, we should adapt to the new knowledge and update the cognitive structure in time. For example, in junior high school physics, the physical quantities describing the motion state of objects are speed (speed), distance and time; In senior high school physics, the physical quantities describing the motion state of objects include speed, displacement, time, acceleration and so on. Where velocity, displacement and acceleration are vectors other than magnitude and direction. Teachers should guide students to adapt to new knowledge in time, distinguish the differences between speed and speed, displacement and distance, and guide students to master the research methods of establishing coordinate system, choosing positive direction, and then listing kinematic equations. Adjust and replace the original cognitive structure with new knowledge and new methods. Avoid artificial "detours" and improve the level of learning physics.

2. Strengthen intuitive teaching

When studying complex physical phenomena in high school physics, in order to simplify the problem, we often only consider the main factors and ignore the secondary factors, and establish a model of physical phenomena to abstract physical concepts. When junior high school students enter high school, they often feel that the model is abstract and unimaginable. In view of this situation, we should try our best to adopt intuitive teaching methods, do more experiments and give more examples, so that students can establish and master physical concepts through specific physical phenomena and try their best to make them taste the joy of success.

3. Strengthen the guidance of problem-solving methods and skills.

Specific physical problems, sometimes we have to master some special methods and skills to solve them. For example, the "isolation method" is often used to solve the connector problem in mechanics; The "integral method" is simple and convenient for physical problems that do not involve the internal force of the system and all parts of the system have the same motion state. Students who have just graduated from junior high school to senior high school can often understand and read textbooks clearly in class, but they make mistakes when solving problems. This is mainly because students don't have a deep understanding of physics knowledge and their ability to solve problems comprehensively is weak. In view of this situation, teachers should strengthen the guidance of problem-solving methods and skills.

There are many types of physics topics in senior high school, and the methods are flexible, so more knowledge is used in elementary mathematics. While strengthening the concept, teachers should carefully prepare each exercise class. In order to improve the efficiency of the exercise class, we can arrange the questions before the exercise class, let the students do it first, and let them find ways to solve the problems themselves. Every time I think of a way, I will show it to everyone. If you really can't figure it out, discuss it with the other party. On some difficult topics, students often get red-faced and don't give in to each other. When they are in PE class, they are especially attentive. They want to count some topics as not worked out before class, but because they have thought about them many times before class, they are particularly easy to understand and understand in class. It is also necessary to guide students to summarize and digest the knowledge and methods in class.

In addition, students' homework should be carefully corrected. When correcting homework, see if students can do it; Second, look at whether the students are serious, whether the writing is standardized and whether the drawing is accurate. Common problems should be corrected collectively, individual problems should be corrected individually, and unqualified homework should be redone. Through strict and standardized correction of homework, students can form good writing habits and rigorous thinking process; Through careful discussion, explanation and application of various problem-solving methods, students can gradually master certain problem-solving methods and skills and improve their problem-solving ability in the development process from simple imitation to ease of use and from ease of use to self-creation.

Second, improve students' interest in learning physics

Strong interest will become a powerful driving force for people to study hard and be brave in tackling key problems. Confucius said: the knower is not as good as the knower, and the good is not as good as the enjoyment. Einstein said, "Interest is the best teacher". Dr. Yang Zhenning also said: "The real secret of success is interest". Once you are interested in learning. You will give full play to your enthusiasm and initiative. Only when students are interested in physics will they want to learn, love learning and learn well. So as to make good use of physics. Therefore, how to stimulate students' interest in learning physics is the key to improve teaching quality.

1. Strengthen and reform experimental teaching to stimulate students' interest in learning physics.

Stimulate students' curiosity through interesting and novel physical experiment demonstrations, thus stimulating their desire for thinking. By introducing new lessons through experiments, students can have suspense and then solve it through teaching.

In the first ten minutes of each class, students are in high spirits, energetic and focused. If teachers can seize this favorable opportunity and do some experiments according to what they want to talk about, they can stimulate students' interest in learning and concentrate their attention. For example, momentum and impulse, let two identical chalks fall directly on the table from the same height, and with a thick towel, we can find that the chalk that falls directly on the table is broken and thick. For another example, when talking about the centripetal force of circular motion, you can do a "water meteor" experiment with cans. According to the conventional understanding, when the can moves to the highest level, water will spill, but the experimental results are unexpected, and water does not fall. Then slow down, students will find that water will spill when it is slow to a certain extent, and then ask: What conditions must be met to prevent water from spilling? Therefore, the introduction of the topic makes students enter the role of listening to lectures driven by curiosity.

2. Teachers should have good teaching art in teaching.

In teaching, teachers' philosophical humor can deeply infect and attract students, make their own teaching easier and students learn happily.

First of all, teachers' liveliness and humor can stimulate and improve students' interest in learning.

Teaching is a language art, and language should be witty and playful. Teachers should adjust their psychology before class, so as to be vivid in class and impart knowledge with a happy mood, thus infecting students. Facts show that teachers' humorous language art can win students' love, trust and admiration, thus generating a strong interest in learning, which is the so-called "love me, love my dog" effect.

Secondly, teachers should have rich emotions in teaching, so as to stimulate students' interest in learning.

Rich emotion is the application of language art in classroom teaching and the requirement of teachers' moral sentiment. A teacher with a natural teaching attitude should walk into the classroom with a smile and have a warm expectation for every word of the students. The progress of most students comes from the expectations of teachers. Emotional classroom teaching can arouse students' corresponding emotional experience, stimulate their curiosity and make them feel and understand the teaching materials better.

On the one hand, teaching is cognitive learning, on the other hand, emotional communication. The good combination of the two can make students lead their intellectual activities from their initial pure interest to enthusiastic and nervous thinking in a pleasant atmosphere. Therefore, teachers should love students and eliminate students' fear of teachers. When harmonious, relaxed and happy interpersonal relationships are formed between teachers and students, students' learning enthusiasm can be better mobilized, and students can be guided to improve their learning methods, so that they can change from passive to active in physics learning.

3. Carry out rich scientific and technological activities and cultivate interest in physics learning.

We can collect books and magazines in combination with major events at home and abroad, inquire and download a large number of special materials about the application status and development prospects of physics in modern science and technology, carefully sort out and screen them, and publish several popular science columns every year, so that students can watch illustrated and easy-to-understand popular science wall newspapers before and after class, so that students can feel that physics is close at hand and is closely related to their present and future lives. Only by studying hard can they keep up with the times. This can stimulate students' high-level learning motivation and strong desire to explore science, thus maintaining their strong interest in learning physics.

Only by hands-on can we use our brains to carry out scientific and technological activities in the second classroom and provide more practical opportunities for students. In the process of hands-on practice, students will inevitably encounter some problems, which will further stimulate their desire to explore physical science and enhance their self-confidence in learning physics well.

Third, strengthen the standardized requirements of student problem solving.

I think the standardization of physics is mainly reflected in three aspects: the standardization of thinking methods, the standardization of problem-solving process and the standardization of physical language and characters. The college entrance examination also has clear requirements. For example, when asking for calculation questions: "The answer should be written with necessary words, equations and important calculation steps. Only the questions with numerical calculation that can't be scored in the final answer must be clearly written with numerical values and units." Therefore, from the perspective of college entrance examination, we should strictly grasp the standardization requirements of high school physics from the beginning of senior one. Specifically, we should pay special attention to the following points:

1. Mechanically, it is required to draw a complete stress analysis diagram. Kinematically, you should have the habit of drawing moving pictures.

A complete stress analysis diagram must be drawn in mechanical problems. This is crucial. It is the key to correctly solve mechanical problems. Some students think that the problem is simple, the drawing is incomplete, or there is no stress diagram at all. Correct results are usually hard to get. Even if you can get the correct answer for a while, this bad habit will gradually develop. I don't know how to start when I encounter more complicated problems. I sometimes even publicize a point: when you don't understand the exercises and it is difficult to start, the analysis of the force on the object will often get unexpected results, as the saying goes.

In kinematics, drawing a motion diagram to help solve problems is sometimes irreplaceable. I think we have a deep understanding in teaching. Sometimes it is not easy to solve the problem without drawing a picture of sports.

2. Standardized writing of letters and symbols

Some confusing letters need to be written correctly from the beginning. Like u, v,? , rho, p, m and m, etc. Write carefully and find that many students don't distinguish between m and m in teaching, so the expression is bad.

In the stress analysis diagram, when there are many forces, if it is required to use uppercase F and subscript to represent elastic force, lowercase F and subscript to represent friction force, F and F? To show the action and reaction of a pair of elastic forces. The two components Fx, Fy, initial velocity and final velocity V0, Vt, etc. when the force f is orthogonally decomposed.

3. The necessary text description

"Necessary text explanation" is an indispensable text expression in the complete answering process, which can make the problem-solving thinking clear, the answer reasonable, smooth and perfect.

For example, mechanical problems, some students often do not specify the research object. At first, it was just some expressions, which made it difficult to find out which object this expression pointed to, while others were unfounded, that is, there was no original expression. At first, they just substituted a set of data, which made it unclear why these data were used in this way. At the same time, some students use some letters that are not in the questions in some expressions. If you don't specify the meaning of these letters, it's also confusing. Obviously, these are not up to the requirements.

4. Equations and important calculus steps

Equation is the main scoring basis, and the written equation must be a basic formula that can reflect the physical laws on which it is based, and the equation cannot be replaced by variant form or result form. At the same time, the equation should be expressed by letters and symbols, and letters, symbols and data cannot be mixed, and data formulas cannot replace equations. The calculation process is simple, and there is no need to write a lot of simplified operations on the volume surface.

Fourthly, some views on inquiry teaching.

The new curriculum standard advocates inquiry teaching and inquiry learning. Inquiry learning refers to the learning mode in which students acquire and apply knowledge in a way similar to scientific research under the guidance of teachers. The essence of inquiry learning is learners' learning and application of thinking modes and research methods in scientific research. Through such a basic form and means, we can cultivate their innovative consciousness and practical ability and enhance their scientific literacy. Therefore, teachers should have the consciousness of inquiry teaching in the teaching process.

But don't go to extremes: that is, teaching students physics knowledge is mostly inquiry; Physical experiments are also exploratory experiments; The exercises are also far-fetched, and they are compiled into inquiry questions. No matter what kind of class you take, you are always asking questions. In fact, studying physics is to quickly take over the correct conclusions drawn by predecessors through long-term accumulation and experiments in a short time, and make time and energy for new innovation and development. Moreover, cultivating students' inquiry ability is not only a way to explore experiments, but also a good way to introduce scientists' inquiry process.

In a word, there is no ready-made model for inquiry teaching and inquiry learning, which needs us to explore constantly in teaching practice.

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Learning methods of chemistry in senior one.

Causes and countermeasures of chemistry learning difficulties of senior one students

First of all, the questions raised

Chemistry in senior one is a higher level of study after chemistry study in junior three. Chemistry in senior one is an important part for students to learn the basic knowledge of chemistry. The learning quality of students at this stage directly affects whether they can continue their studies. Students who have just entered senior high school are often not adapted to the study of chemistry in senior high school because of the influence of junior high school teachers' teaching methods and their own learning methods. If they can't adapt to learning strategies quickly, it will easily lead to great differentiation in academic performance and even affect the study of other subjects. As a chemistry teacher, it is necessary to carefully analyze its influencing factors and take corresponding countermeasures to improve students' quality in a large area.

Second, the reasons for learning difficulties

1. The reason for the textbook

The basic knowledge involved in junior high school textbooks is not theoretical and abstract. Compared with junior high school textbooks, the depth and breadth of senior high school textbooks are obviously strengthened, and the characteristics of the development from descriptive knowledge to inferential knowledge are more and more obvious. The horizontal connection and comprehensive degree of knowledge have improved, and the research problems often involve the essence, and there has also been a leap from image thinking to abstract thinking in terms of ability requirements. Some contents, such as "quantity of matter", "periodic law of elements" and "redox reaction", are very theoretical and abstract, and these contents have always been regarded as the key knowledge that causes students' differentiation and learning difficulties.

2. Teachers' reasons

Due to the short learning time of chemistry in junior high school, teachers focus on instilling knowledge and mastering the progress, but not on cultivating students' ability, resulting in mechanical passive learning in learning strategies; Common sense introduction and course selection are not mentioned, which leads to lack of knowledge; Senior high school teachers don't know much about the knowledge points, teaching requirements and characteristics of junior high school textbooks. They often drive fast, catch up with the progress, and fail to handle the connection between teaching and learning in grade three and grade one. Some excessively deepen and extend the teaching materials, covering all aspects of chemical knowledge, and are not active in class, which limits the development of students' thinking and easily makes students feel tired of learning.

3. Students' reasons

The purpose of learning is not clear, the learning attitude is not correct, the sense of competition is not strong, the mind is lax, and the learning lacks a sense of urgency; Adhere to the existing learning methods, believe in your old habits, rely too much on teachers, and have poor self-consciousness and autonomy in learning; Do not follow the general laws and methods of learning activities and ignore the basic links in the learning process. Such as: preview, lecture, review, independent homework, summary and evaluation, etc. When listening to the class, I can't grasp the important and difficult points of the knowledge points and don't understand them thoroughly. Some knowledge is not deeply impressed, resulting in accumulated knowledge defects; As the saying goes, "whoever is near Zhu Zhechi is black". Some students can't resist the temptation of social spiritual environment. They follow the advice of others and imitate bad social habits.

Third, countermeasures.

The teaching process is a two-way interactive process between teachers and students. As a front-line teacher, what kind of teaching form and method teachers take to educate and guide students is very important for the development of students. Attention should be paid to the following aspects in teaching.

1. Step by step, pay attention to the mutual connection of junior high school knowledge.

Do a good job of connecting junior high school knowledge with senior high school knowledge. Teachers should introduce the characteristics of this subject and its important application in social life to students before they study high school textbooks, so as to arouse their sufficient attention. At the same time, this paper introduces the learning methods and matters needing attention in senior high school chemistry, so that students can change their learning strategies and make good psychological preparations in all aspects. We should also pay attention to the real situation of students' learning. We can conduct a diagnostic test first, focusing on the connection point of junior high school knowledge, such as the knowledge of elemental compounds, the sequence of metal activities, redox reactions, elemental valence and other knowledge and their applications.

In this respect, you can also refer to the contents of the training materials for senior one.

2. Change ideas, study outlines and teaching materials, and update teaching methods.

The new textbook is different from the old textbook in the arrangement of teaching content, teaching requirements, the interest of the textbook, guiding students' innovative spirit, and even some small places, such as electronic representation, the direction and quantity of electronic migration, etc. In addition, the new textbook also has columns such as information, reading, discussion, family experiment and research topic. This means that students' learning activities are no longer passive acceptance, but active participation. Not only requires mastering knowledge, but also requires students to learn to learn, learn to think and learn to learn. All these require every teacher to learn new syllabus and new teaching materials, change educational concepts and update teaching ideas and methods.

3. Classroom teaching should pay attention to the cultivation of students' ability.

"Teaching is for not teaching", and the purpose of teachers' teaching is to cultivate high-quality talents for the society, so that students can study independently and undertake certain social work independently. If we don't pay attention to the cultivation of students' ability in the teaching process and let the teachers drag on all the time, not only the teachers will feel tired, but also the cultivated people will not have real talents and practical learning. Therefore, in the teaching process, we should pay attention to cultivating students' reading ability, self-study ability, scientific thinking ability, observation ability, experimental innovation ability and adaptability. To cultivate these abilities, we must change the traditional classroom teaching mode, make full use of heuristic teaching and give students more time and space to think and digest. In teaching activities, we should adhere to the teaching principle of student-centered and teacher-led, and let most students actively participate to ensure the timeliness of classroom teaching.

4. Strengthen the guidance of students' learning strategies and methods, and cultivate good study habits.

It is an important daily work to help students master basic learning methods. According to all aspects of teaching, such as previewing, attending classes, taking notes, doing experiments, doing homework, reviewing and summarizing, we can study the training ways for students to master basic learning methods. According to the characteristics of each link, we can give guidance on this basis, so that students can form good study habits. Training in this area should be planned and restrained, and the word "strictness" should be put into practice, so that students can benefit for life. In addition, according to the characteristics of chemistry, students are educated in "learning strategies" and guided in learning methods. Such as the formation and assimilation strategy of chemical concepts, the transfer strategy of chemical knowledge and skills, and the information processing strategy of chemical problem solving.

5. Teaching methods should make full use of modern information technology.

The rapid development of modern information technology is the result of educational development. On the other hand, we should use the latest modern technology to organize teaching and promote the modernization of teaching. Computer-aided teaching and multimedia teaching are indispensable hardware in modern times, and we should make full use of them to promote teaching reform. We can make great efforts in preparing lessons according to the characteristics of chemistry classroom teaching, closely combining with modern information technology, which not only increases the capacity of classroom teaching, but also effectively highlights the students' dominant position.

To sum up, the strategies to overcome the difficulties in chemistry learning of senior one students are: teachers should constantly learn professional knowledge, skillfully use and master various teaching skills, and strengthen the cultivation of teachers' morality. At the same time, in the teaching process, we should study the syllabus and teaching materials, get to know the students, keep the convergence of teaching methods between junior high school and senior high school, and keep the consistency of teaching methods between junior high school and senior high school. Pay attention to the cultivation of students' ability in the teaching process, guide students to master the correct learning methods, make students adapt to the study of chemistry in senior high school as soon as possible, continuously improve their learning level, and lay a solid foundation for chemistry study.