How to realize the teaching objectives of "process and method" in physics classroom teaching

How to realize the teaching goal of "process and method" in physics classroom teaching, clearly put "process and method" as an important area of the curriculum objectives. Proposed "process and method" as a teaching concept of training and goal achievement, to improve the quality of students is of great significance. In physics teaching, how to realize the goal of "process and method" is an important issue to be studied in the current curriculum reform. In high school physics classroom teaching, "heavy results" is the current teaching design is more common thinking. Even if there are some student activities that seem to cultivate "process and method", they are only limited to the pre-designed paths of teachers as the means to point to the results. The reason for this is that "results-oriented" is a common social mentality. Teachers should design the teaching process closely around the general objective of "process and method" to implement the curriculum objectives of "process and method" in the learning behavior of students. The teaching goal of "process and method" is realized by letting students experience a certain process.

The general high school "Physics Curriculum Standards" in the knowledge and skills, process and method, emotional attitude and values of the three dimensions, put forward the specific objectives of the high school physics course. Clearly put "process and method" as an important area of the curriculum objectives. Proposed "process and method" as a teaching concept of training and goal achievement, to improve the quality of students is of great significance. Physics teaching, how to realize the "process and method" goal, is the current curriculum reform needs to study the important issue.

One, the current physics classroom teaching "heavy results" is a relatively common situation, reflecting the vulgar social mentality

The new curriculum standards advocate research-based learning is to focus on the "process and method" of learning, as a matter of fact, research-based learning emphasizes the learning process. Research-based learning emphasizes the learning process, but the reality is that many teachers in the teaching philosophy and teaching methods still emphasize the results. In high school physics classroom teaching, "emphasizing the results" is the more common thinking in the current teaching design. Most of the activities of classroom teaching are manifested in the presentation of results, the analysis and elaboration of laws, and the extension of results - the so-called inference. Even if there are some student activities that seem to cultivate "process and method", they are only as a means of pointing to the results and are limited to the pre-designed path of the teacher. Not only in classroom teaching, but also in extracurricular teaching materials, "results" is even more common, and most physics problems are result-oriented. Another example is that when introducing and presenting the content and knowledge system of the textbook, the conclusions and laws of research are often presented. It does not realize the goal of focusing on students' experience of the research process and improving their research ability. There is no recognition that process and cause analysis are more important; also, teachers' guidance on research study topics often focuses on obtaining research conclusions and lacks due attention to guidance on the research process and methods. Teaching management and educational administration are also motivated by bureaucracy and inertia, always measuring and evaluating education and teaching by results. The reason for this is that "emphasizing results" is a common social mentality. However, education should not shift the responsibility to society, but should look for the reasons from itself. The function of education is not only to pass on knowledge, but also to have a profound and long-lasting impact on social mentality and value orientation. From the overall consideration of building a harmonious society, we should reflect well on ourselves.

Second, the teaching of "light process, focus on the results" of the causes of reflection

1. "results" of the mindset from the "problem solving is to get the results" of the guiding ideology and practice of teaching. The guiding ideology and practice of teaching.

Physics class, especially in China's existing test-oriented education model of classroom teaching, the teaching of exercises is a teacher and students generally pay attention to, and the implementation of a high frequency of teaching activities. The purpose of solving problems is to get an end result, and the level of the answer is usually evaluated by whether the result is correct or not. For a class of overcrowded students and heavy homework burden, teachers' correction and evaluation of homework inevitably become sloppy, pay more attention to the students' results of solving problems, and the assignments are basically computational problems whose results can be seen at once. When the college entrance examination is organized, in order to make the assessment of subjective questions more impartial, the questions designed also have almost uncontroversial results (unless there is a terrible mistake). Much less will there be open-ended examination questions (some people have made efforts in this regard, but all to no avail). This orientation strongly influences the teaching of physics in secondary schools. Thus, the pursuit of a correct result becomes not only the goal of students in solving problems, but also the goal of teachers in organizing their teaching activities. The utilitarian view of evaluating with results in turn profoundly influences the mindset of the restless society at large through education.

2. Teaching is aimed at the transmission of knowledge, while ignoring the summarization of methods and the thinking process.

Relative to the method, knowledge is more closely interconnected, and there is a clear progressive relationship. The construction of a new knowledge requires the original knowledge as a foundation. The unfolding of knowledge forms a network, and the links between the networks are the clues. In classroom teaching, the use of knowledge as a clue is indisputable, but it is not the goal; rather, it is a means and support in order to summarize the methodology and to appreciate the thinking process of physics. The methodology that physics seeks to express is not specific to one particular thing; it is generalized from many things of the same kind. Of course, the existence of the method depends on specific things, if there is no specific knowledge support and empty talk about the method, these "methods" can only be empty provisions. In the new physics class teaching, we can not set aside the knowledge, but to "method" as the development of teaching clues. But teachers must not lose their way, ignoring the "process" goal, ignoring the summary of the method and the display of the thinking process. After all, for students to master the method, experience the research process is much more important than learning knowledge.

3. In the past, the presentation of information on physics in textbooks was mainly characterized by the accumulation of results and the neglect of students' feelings.

Textbooks, as a one-way transmission of information, are difficult to obtain information from readers and lack the design of the process of student activities. This is the ****same characteristic of physics textbooks of the past editions. The limitations of the textbook's way of presenting information determines that it is impossible for students to go through the process of thinking, experiencing and generalizing the laws of physics. For example, the "corrugated law" of high school physics is a model for generalizing physical laws. Textbooks give the results of Corrugator's Law directly, and the method of determining the direction of induced current in various complex situations is highly summarized in just one sentence, reflecting the beauty of the simplicity of physical laws. However, for the learning process of the students, it can not be said that it is crippled, many students in the learning of this part of the knowledge simply swallowed alive, rote memorization. Teachers also take this piece of content as the focus of teaching and difficult. Although the new textbook has made great efforts to modify in this regard, as far as possible to show the analysis of ideas, without limiting the thinking process, so that students have more room for imagination. However, many processes in teaching require interactive activities to proceed. In the teaching process, teachers must grasp the guiding principle of "emphasizing the process", that is to say, they should "use the teaching materials" rather than "teach the teaching materials". If teachers can't recreate the teaching process in teaching, then they can only be bound in the circle of "results". I listened to a few physics demonstration class in Qingdao Second Middle School, their **** the same point, that is, all of the classroom teaching is the students face the problem, put forward the hypothesis, design experiments, operation and verification, analysis and summary of the process. Some students may hypothesis is wrong, experimental design is unreasonable, experimental operation is unsuccessful, the result is wrong. However, I noticed that the teacher was not agitated, disappointed, apologetic, or reproachful because of this; the students also showed positive thinking and attitudes, happy expressions, and an active classroom atmosphere from the beginning to the end. Until the end of the class, the teacher never put the conclusions and laws through the language expression, the board or in some other way to present. I realized that the original results that we hold in high regard is so unimportant, but to get the process of discovering them, experience, failure and experience is the purpose of physics classroom teaching.

Three, the process and method of teaching the realization of the objectives

1. Teachers should start from the change in the way students learn

The new curriculum advocates three ways of learning: independent learning, cooperative learning and inquiry learning.

In independent learning, teachers should leave more classroom time and space for students, learn to be a "lazy teacher". Let students learn first and teach later. To give full play to students' initiative and creativity. Due to the accumulation of learning habits in the past, students in the learning process is also the most concerned about the conclusions and laws, the lack of the process of inquiry, they often ignore the wholeness of knowledge and the overall situation. Therefore, teachers in the classroom to "speak", but only to help students form the concept of the subject as the basis of the exploration process, the rest of the time to guide students in the process of exploration to "play", through the process of inquiry to learn to grasp the overall skills. Teachers can use simple and interesting knowledge to set a number of key points and difficult points to guide students to think, inspire their inspiration, so that more active thinking. To encourage students from time to time, to help them remove the focus of learning is not clear enough, not enough knowledge of their own abilities, lack of persistence in learning willpower and other distractions, to prevent them from losing confidence and wasting time and energy.

Cooperative learning emphasizes the communicative, interactive and sharing nature of learning. In the process of classroom teaching as well as to the extension of learning and investigation outside the classroom, due to the study of the subject is larger and more complicated, or the limitations of the experimental equipment and equipment, the students group cooperative learning is the most common way of learning. Teachers should dilute the authority, change the role, enhance the student's subjectivity. Teachers should act as "managers", "facilitators", "counselors", "advisers" and "participants" and so on. "Participants" and other roles, designed to promote the development of the teaching process; teachers and students of the original "authority - obey" relationship has gradually become a "guidance - participation" relationship. The original "authority-submission" relationship between teachers and students has gradually turned into a "guidance-participation" relationship.

Scientific inquiry learning is the main form of inquiry learning, and its core goal is to improve students' scientific literacy, that is, to improve students' ability to improve scientific inquiry and enhance the understanding of scientific inquiry. Scientific literacy is not a pile of results and laws, but is gradually accumulated through the experience of the process of exploring laws. Students should be guided through a series of inquiry stages such as asking questions, conjecturing and hypothesizing, planning and designing experiments, conducting experiments and collecting evidence, analyzing and arguing, evaluating, communicating and collaborating, so that they can experience the process and method of scientific exploration and scientific practice.

2. Teachers' design of the teaching process should be closely related to the overall goal of "process and methodology"

The general framework of the goal of "process and methodology" in secondary school physics teaching is recognized as "horizontal", which is related to the "process and methodology" and the "process and methodology" in the teaching of secondary school physics. We need to analyze the horizontal distribution of "process and method" in the entire high school curriculum structure, the history of the knowledge structure and logical relationships; we also need to analyze the "process and method" of a specific goal in the whole academic period of the embodiment of different topics, to recognize the intermittent potential clues for the implementation of a specific goal in the teaching and learning. Teaching implementation of a specific objective in the intermittent potential clues, which is a "vertical" understanding. A specific teaching process should be examined from both "horizontal" and "vertical" perspectives as much as possible to conceptualize the design of the teaching process. Three dimensions are needed to conceptualize the teaching content and the arrangement of teaching activities. For example, in the teaching of uniformly variable linear motion, teachers can let students put forward their own experimental program to verify the conjecture of free-fall motion fast and slow, to improve their ability to develop a scientific investigation plan; they can use a punctuation timer to study the free-fall motion, to improve the ability to deal with the experimental data at the same time to obtain the knowledge; they can discuss Galileo's method of free-fall motion, to appreciate the significance of scientific research methods for the development of science; they can show that human beings have been able to develop the free-fall motion, and that they have been able to develop a scientific research method. The significance of the development of science; you can show the relevant experimental photographs of human beings on the moon, inspire students to explore the enthusiasm of science, appreciate the universality of the laws of nature; can also be through the piling machine hammer fall and high diving athletes and other examples of free-fall movement discussion, to enhance students will be the application of physical knowledge of life and production of consciousness.

3. Putting the curriculum goal of "process and method" into practice in students' learning behavior

Taking the basic requirements of "making plans and designing experiments" in the Senior Secondary Physics Curriculum Standards as an example, the basic requirements of scientific exploration, i.e., the ability to conduct experiments, include. The basic requirements for the ability to conduct experiments include: (1) knowing the purpose of the experiment and the existing conditions, and formulating an experimental plan; (2) trying to choose the experimental method and the required devices and equipment; (3) considering the variables of the experiment and their control methods. (4) recognize the role of developing a plan. To develop students' ability to formulate an experimental plan in scientific inquiry, it is necessary for students to formulate a specific experimental plan based on the purpose and conditions of the experiment; for them to choose the experimental methods, devices and equipment; and for them to analyze the variables of the experiment and to suggest ways of controlling them. And through summarizing and reflecting on the above process, they will appreciate the important role of making a plan. Form a scientific spirit and ability. It can be seen that the teaching goal of "process and method" is realized by letting students experience a certain process. A certain process means a certain student behavior. Teachers in the teaching only clear students in a process of learning behavior is what, and the design of classroom teaching specific implementation to the design of student learning behavior, in order to "process and method" goal of realization in practice.

The new curriculum standards require us to rapidly change the ideological understanding, which is not only the problem of physics teaching methods, but also reflects the return of the concept of education and teaching. Of course, evaluation criteria play an important role here. Education has never been a career of quick success, and should never take the college entrance examination rate as an evaluation standard, nor should education itself carry the college entrance examination rate as a cross to bear. This result-oriented philosophy is an important reason for the stumbling development of basic education in China. We can no longer be cocooned. There is no reason for education to push this distorted responsibility onto society. Instead, it should think about what it can do to purify the mentality of society. This is what every sober and responsible educator must face.