What are the problems in teaching middle school physics

Teachers are trying to do their best to educate students, but the education process is inevitable some problems, together to see if you have made these mistakes, the following is the information I shared with you in the junior high school physics teaching problems, I hope to help you!

Problems in junior high school physics teaching

A, follow the gourd to operate, not thorough? Leave blank!

Case one in? Measure the resistance of a small bulb at work? This experiment, the teacher on the blackboard, the experimental principles, experimental equipment, drawing the experimental circuit diagram and physical wiring diagram a sliding varistor how to connect, voltmeter, ammeter to choose what range, the blackboard at a glance. Most of the students completed the experimental operation step by step, but many students for this experiment should master what knowledge but a face.

The above example of this menu mode of experimental operation, the students in the experiment just follow the gourd to draw a dipper, the experimental principle is not a thorough understanding of the experimental phenomenon is not carefully observed, analyzed not clear. The reason for this is that teachers can not accurately understand the purpose of physical laboratory teaching, experiments and experiments, experimental teaching is simply understood as experimental operations; secondly, the habit of? The second is the habit of doing the work on behalf of? type of teaching mode, one-sided emphasis on the connection between experiments and knowledge, underestimating the potential of students to explore, ignoring the experiments in the training of students' abilities. The author believes that the improvement of this phenomenon is a strategy to leave a blank!

"Compulsory Education Physics Curriculum Standards" states: ? Experimental teaching also has a multi-dimensional curriculum objectives, in addition to learning knowledge, training skills, physics experiments should also play an important role in the development of experimental capacity, improve scientific literacy. Students should be allowed to design experiments, collect and analyze experimental data and other independent activities to improve the experimental ability in the students' inquiry activities, teachers should be good at using the new curriculum concepts to guide the teaching practice, and actively play a leading role in allowing students to understand the purpose of the experiments and experimental programs under the premise of the experimental equipment of their own choosing, assembling experimental equipment, learning to organize and expand, and to guide the students to actively think and try to solve problems encountered during the experiments, and encourage the students to think positively and try to solve the problems encountered during the experiments. Experimental process encountered in the problem, encourage students to boldly put forward the problem, leaving students to think about the space and recall the time to realize independent inquiry.

Second, the evaluation of the results of light process, not comprehensive? The first is to allow for mistakes!

Case two in? Explore the role of atmospheric pressure? In the teaching, in order to let students feel the existence and role of atmospheric pressure, the instructor designed? The bottle swallowed eggs? The experiment, please two students on the podium to show. According to the teacher's prompts, two people work together, one student shelled the cooked egg, another student dipped in alcohol cotton lit into a conical bottle, and then put the egg into the mouth of the bottle. However, the egg was only absorbed by the bottle? sucked? However, the egg was only halfway into the bottle, and did not appear to be swallowed by the bottle, as everyone had expected. It was not swallowed. However, the egg was only half sucked into the bottle and not swallowed as everyone expected. One student tried to press the egg into the bottle, but when he let go of the egg, it bounced back to its original position, and then bounced back when he pressed it again! He tried to pour the egg out but couldn't, couldn't pull it out by hand, and then let go of the egg and it slid back into place? His series of actions and the phenomena presented drew laughter from everyone. Just when the two students were at a loss, embarrassed, the teacher has been very anxious:? Unfortunately, the two students' experiment did not work, we invite two more students to come up to try. The next two students dipped in more alcohol, combustion time is also appropriate to increase the results of the egg to the mouth of the bottle was ? swallowed? Into it, successfully completed the experiment, won the teacher and students burst of applause.

Above this case, the first two students experiments were not successful, but provides a good teaching material. Teachers can throw this question to the class: "Why is this egg so? Why is the egg so? Why is the egg so naughty? Why is the egg so naughty? Why is the egg so naughty? Why can't the egg be swallowed by the bottle, and why can't it be pressed in or pulled out? We will analyze it after learning the knowledge of atmospheric pressure, and we believe that students will be able to overcome this mischievous egg by then. I'm sure you'll be able to overcome this mischievous egg by then. We will analyze it after we learn about atmospheric pressure. In this way, not only the clever use of experimental resources, but also to stimulate the class to further deeper learning, improve their use of knowledge to analyze the ability to solve problems.

The reason why there is a case 4 in some of the teacher's wrong approach, the reason is that teachers focus on the conclusion of the process of the traditional concept of teaching still exists, there is no form of correct evaluation system, the emergence of a limited resilience, can not correctly treat students in the exploration activities generated by the error. The author believes that the strategy to improve this phenomenon is one by one tolerate mistakes!

"Compulsory Education Physics Curriculum Standards" states: ? Learning assessment should help students to maintain interest in learning, curiosity about the natural world and curiosity about science the formation of students' learning ability is not overnight, in the process of exploring new knowledge, students have problems such as not enough scientific rigor of the program of inquiry, the operation of the process of error, or the collection of data problems, etc. is a normal phenomenon. In this regard, teachers should have a generous, tolerant heart, allowing students to make mistakes, but also to be good at students? Failure? In the students' failure? Can carefully observe and understand the process of student inquiry, analyze the reasons why students have problems, as far as possible, the student's problems into curriculum resources, and these resources as a case to help students correct their mistakes, guiding them to scientific inquiry. A teacher's approach is particularly worthwhile to learn, he is very attentive to the students in the process of experimental investigation of the error, often the student's error filming, projection, and then let all the students as a jury to judge, correct these errors.

The Physics Curriculum Standard for Compulsory Education states: "Experimental teaching is an important part of physics teaching. Experimental teaching is an important part of physics teaching, is the implementation of the objectives of the physics curriculum, an important way to comprehensively improve students' scientific literacy.? To play an important role in physics teaching, teachers should not only update the concept of a correct understanding of the teaching objectives of physical experimentation, grasp the characteristics of experimental teaching, improve their own experimental literacy, but also to strengthen the guidance of student experiments, focusing on the evaluation of the process of student inquiry, so that students experience the process of physical experiments, physical methods, and then know and understand the laws of physics, and ultimately to achieve the cultivation of experimental capabilities of students and improve the quality of student physics. The first step in the process is to make sure that the students are able to understand and understand the physical methods, and then to recognize and understand the physical laws.

Recommendations for teaching junior high school physics

1, the establishment of inquiry-based learning ideas and habits

Inquiry-based teaching is to use the knowledge as a carrier, focusing on the process of students to accept the knowledge of the traditional education classroom-centered, teacher-centered, textbook-centered, transformed into a student-centered; put the learning of scientific content and scientific methodology into the same important position; put only the emphasis on the learning of scientific methodology, the importance of the status of the students, and the importance of the students. position; transforming the emphasis only on imparting knowledge to taking knowledge as a carrier and strengthening the education of students on scientific method, scientific spirit and scientific values. In the new curriculum concept, scientific inquiry is not only a way of teaching, a teaching content, but also a spirit, the spirit of exploration of unknown things throughout the set of materials.

Because eighth-grade students are learning physics for the first time, the inquiry process arranged in the textbook is relatively simple, with clear clues and fewer uncertainties in teaching. In order to enable students to learn inquiry, in the eighth grade (on), the first few investigations are very simple and qualitative, for example, page 14? Inquiry: how does sound travel from a sound-producing object to a distance? and p. 21? Inquiry: loudness and what factors are related to these several investigations can be solved in one or two steps. Several subsequent investigations are progressively more complex, and by the end of the eighth grade (above), the investigation on the relationship between current and voltage in series circuits is very complete and typical of the inquiry activity.

The investigations in electromagnetism in the eighth-grade textbook are also easier to carry out, and the success rate of the experiments is relatively high. For example, ? Explore the laws of current in series-parallel circuits? Although it is a typical inquiry activity, it? Conjectures and hypotheses? is nothing more than A, B, C three points of the current which is big, which is small, can be expressed very clearly; experimental design is not too difficult, generally can think of using an ammeter to make measurements to see where the current is big, where the current is small.? Ohm's law? s inquiry is a more complete inquiry, this inquiry covers the seven basic elements of inquiry. Teachers should pay more attention to guidance, guide students to complete the experimental steps, help students summarize according to the experimental phenomena, so that students understand the method of scientific investigation, experience the fun of scientific investigation. At the same time, here also involves the problem of two variables, the teacher should properly introduce the ? control variable method?

At the beginning, many students will not, not accustomed to participate in the inquiry, the teacher should try to encourage, prompt, guide. Students can do things, teachers do not do; students can say, teachers do not say; students can understand the problem, teachers do not speak. Do not care about the time, stick to it, students gradually learn to explore. Can cultivate the habit of inquiry from the following aspects:

(1) pay attention to the teaching process to help students form their own knowledge structure habit, by all means to guide students to discover, to recognize new knowledge. Whether it is inquiry activities, classroom lectures, or information query, or investigation, pay attention to try to apply the scientific method of education.

(2) pay attention to let students find their own questions. Students find and raise questions, is the beginning of the quest for knowledge, is the best start of teaching, seize this opportunity to try to apply the experimental investigation, query information, investigation and discussion, is extremely important. Teaching, we try to create a problem situation, so that the students themselves brain initiative to discover the problem, especially when students raise valuable questions. They will take advantage of the situation and greatly appreciated and encouraged. In order to cultivate their interest and habit of discovering problems.

(3) pay attention to cultivate the habit and ability of students to obtain information in various aspects. The ability to collect and process information is a basic ability for survival and development in modern society, and is also a necessary ability for students to learn independently. In the cultivation of students' ability to obtain information, the new textbook demonstrates very well and a lot, so the usual teaching, at the expense of a lot of time and energy, to guide students to obtain knowledge and information from television, computers, newspapers, books, audio-visuals, facts, observations, experiments, surveys, interviews and other multi-channels.

(4) Pay attention to the cultivation of discussion and communication habits. Explore the teaching process is always needed between students, teachers and students of communication and cooperation, and the main form of communication and cooperation is the exchange of discussion, only through the full exchange of discussion, in order to find more valuable problems, in order to more quickly design a better experimental program, and faster discovery of the law. Exchange and discussion is a process of mutual learning and mutual improvement, so we try to increase the opportunity for students to discuss in order to facilitate the formation of the habit of discussion, in order to promote the formation of the habit of exchange and discussion, in the evaluation of the learning situation table is specially set up? Group discussion of the situation? A column of content.

2, pay attention to the cultivation of all aspects of the ability

Physics courses should be through the exploration of physical phenomena to reveal the hidden laws of physics, and its application to production, life in practice, to train students in the initial scientific and practical ability. Teachers should be linked to science, production, life create a good problem scenarios to guide students to analyze, focusing on the development of students to apply physical knowledge to solve practical problems, such as checking whether there is a malfunction in the circuit, the application of knowledge of electricity to eliminate small faults in the home circuit.

In the exercise to allow students to analyze and solve some of the practical problems within their reach, it is best to see and feel things, the theory of practical vision can be broader, so that students can participate in the process of applying physical knowledge to solve practical problems, to improve their ability to learn to use. Such as the use of cameras, how to adjust to shine more clearly.

At the same time, we should also cultivate students' creative ability and hands-on ability. Innovative personality is mainly manifested as: good thinking quality; independent personality traits, such as skepticism, creative consciousness, not superstitious authority; good will quality; strong desire for knowledge; inexhaustible enterprising spirit. Teachers should pay attention to the cultivation of students' innovative ability, the process mainly through the following stages: cultivate innovative consciousness ? Stimulate the desire for innovation ? Implement innovative behavior ? Formation of creative ability ? Shape innovative personality . In addition to classroom teaching, teachers can cultivate students' innovative ability and hands-on ability outside the classroom, such as guiding students to carry out family experiments, i.e., the use of objects readily available around them to carry out investigative activities and a variety of physical experiments, which can bring physics and life closer. Student family experiments can be used in the family, life in the ready-made appliances or simple processing can be made of equipment, promote? Bottles and cans as equipment, put together to do experiments? Such as: in a gyro on the plane with art pigments painted with different colors made of? Seven-color plate? , with a thin rope to pump the gyroscope rotating quickly can do color light mixing experiments. The use of pencils, wires, flashlights to design dimming light circuits.

3, give full play to the educational function of the columns in the textbook

In each section of the new textbook, there are a number of columns such as ? Demonstration experiments? ,? think about the discussion?

The textbook? The demonstration of experiments? , novel, typical, interest, ingenious. For example:? Science trip? The blowing ping-pong balls, waveforms of sound waves, sound waves transfer energy, projectors, etc., are very good, is to create a situation to stimulate the interest of the important material, we find ways to do all, and can not increase some of the demonstration, the lack of equipment on the borrowing, homemade, substitute.

? The first thing you need to do is to think about what you want to do. The first is to make sure that you have a good understanding of the situation. The first time I saw this, I had to go back to the office and get a new one. Arranged in the classroom learning activities, very conducive to the students' active hands and minds, teachers can be completely free to let the students to discuss to do, so that they experience and experience. In the discovery and learning knowledge at the same time, the development of students' thinking ability, the ability to use the brain and hands and habits. In the process of discussing and doing to cultivate students' ability to express themselves and cultivate the spirit of collaboration.

The contents of the ?STS? section demonstrate the relationship between physics and technology and society. Some reflect the value of physical science, some reflect the scientific method. The content of this column not only enriches students' knowledge, but also stimulates students' sense of social responsibility and urgency, all of which are of great interest and interest to students.

? Science World? Columns, the introduction of certain relevant physical science knowledge extended, the students were introduced to the hall of science, which has wonderful scientific knowledge, knowledge application, teaching content broadening, scientific method, wonderful phenomena and so on, not only broaden the students' knowledge horizons, stimulate the students' interest and desire to know, but also conducive to the consolidation of interest.

These columns can effectively help students deepen their understanding of physical concepts and laws, cultivate and improve students' ability to think and solve practical problems

Common teaching methods for junior high school physics

1 Classification

Divide the solids into two categories of crystals and amorphous bodies, conductors and insulators.

2 Observation method

Physics is a subject based on observation and experimentation. Much of people's physical knowledge is through observation and experimentation carefully summarized and thought. The famous Madsenburg hemisphere experiment, proved the existence of atmospheric pressure. In teaching, according to the textbook of the experiment, such as length, time, temperature, mass, density, force, current, voltage and other physical measurement experiments,

Require students to carefully observe, standardize the experimental operation, to get accurate experimental results, develop good experimental habits, develop experimental skills. Most of them utilize the observation method.

3 ratio definition method

Such as density, pressure, power, current and other conceptual formulas taken are such methods.

4 Multiple factorization method

Such an approach is taken for conceptual formulas such as electric work, electric heat, and heat.

5 reverse thinking method

such as from electricity to magnetism to think of magnetism to electricity

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