The new physics curriculum standard puts forward a new teaching concept: "from life to physics, from physics to society". In the primary stage of learning physics, I personally understand the requirements for junior high school students to learn physics, which can be simply understood as the application of theory (physical concepts) in real life, using some simple physical phenomena in life to stimulate students' interest in learning, striving to be close to students' lives, and revealing physical laws by exploring physical phenomena; The teaching process emphasizes the development of students' cognitive process, takes physical knowledge as the carrier, allows students to experience the process of scientific inquiry, learn the methods of scientific inquiry, cultivate students' inquiry spirit, practical ability and innovative consciousness, let students experience the process of inquiry experiment in class, experience the happiness and sense of accomplishment of inquiry experiment, improve students' hands-on operation ability and ability to analyze and solve problems, and cultivate students' exploration spirit of unknown things. Through exploratory experiments, we can fully tap the potential of students and cultivate their creativity. Physics is a natural science based on experiments. Look, it's better to do it manually. Only by studying in practice can we give full play to students' intelligence and creativity. Learning inquiry learning can make everyone have a clear and concrete understanding of physical facts, rather than staying on the appearance of observed physical phenomena. In the process of inquiry activities, they can constantly taste the joy of "discovery" and "overcoming difficulties and winning" and experience the fun of inquiry, thus enhancing their confidence in learning physics well. Next, I will talk about some ideas on how to use learning guidance strategies to guide concept teaching: First, make clear the difference between syllabus and new curriculum standards. There are many differences between the new curriculum standards and the old syllabus. From the perspective of students' development, the new curriculum standard sets the most basic and minimum requirements for learning content, which most students can achieve through hard work. The new curriculum standard does not emphasize the order of knowledge, and there is no rigid regulation on the arrangement system and teaching order of teaching materials, which provides a certain space for students' learning and teachers' flexibility and creativity in teaching. Second, the difference between the old and new curriculum standards on the teaching requirements of "material" 1: the requirements for the part of "the change of material state" know that temperature indicates the degree of heat and cold of an object; Know the temperature in centigrade. Can tell the common temperature values in the living environment; Understand the working principle of liquid thermometer; Try to express my views on the problem of ambient temperature. Know the phenomenon of melting and solidification; Know the melting point of crystal; As we all know, it absorbs heat when melting and releases heat when solidifying. Try to connect life with some phenomena in nature and the melting point of matter. Know the boiling phenomenon; Understand the relationship between boiling point, boiling point and pressure; You should know that heat is absorbed when boiling. Try to relate some phenomena in nature to the boiling point of matter. This broad requirement of curriculum standard is in obvious contrast with the rigid requirement of syllabus. 2. The requirement of "material properties" can describe some properties of materials and try to link these properties with the use of materials in daily life. The breadth of knowledge is reflected in the "nature" of matter, which can be flexibly selected among elasticity, hardness, conductivity, thermal conductivity, magnetism and other properties. The broad requirements of the grading system are embodied in "trying", and there is no clear requirement on the extent to which students can relate the properties of materials to the uses of materials. 3. "The structure of matter and the scale of objects" There are four three-level themes in the new and old Curriculum Standards, and the number has not changed, but some items have been fine-tuned. Among them, there are fine-tuning, such as the third one, "roughly understand the course of human exploration of the solar system and the universe, and realize that human exploration of the universe will continue to deepen." Understand the course of human exploration of the solar system and the universe, know that the exploration of the universe will continue to deepen, and pay attention to some major activities of exploring the universe. Comparing the new and old Curriculum Standards, we can see that the behavioral verbs are standardized, and the previous "general understanding" has been unified as "understanding". In addition, we want students to pay attention to some important activities to explore the universe, which is required by our curriculum standards. 4. New materials and their applications In the new curriculum standard, "new materials and their applications" is changed to "have the consciousness of rational use of resources and environmental protection, and can make a difference to the sustainable development of society within the scope of personal ability". Special emphasis is placed on taking actions within our power to contribute to the sustainable development of society. Some students may think that the sustainable development of this society, the sustainable utilization of energy and the protection of the environment are too far away from us. In fact, what they can do, such as turning off the lights, turning off the water and caring for the surrounding environment, are all within their power as a student. Third, to correctly grasp the new curriculum standards, the general principle of teaching is to proceed from students' reality and local reality, pay attention to the implementation of basic knowledge, pay attention to the cultivation of basic physical attitudes and methods, and constantly improve students' ability to apply knowledge to solve practical problems. 1. The necessary curriculum reform of basic skills training is not a complete denial of the previous physics curriculum and educational methods. We can't go from one extreme to the other. In physics teaching, some basic principles, skills and methods are always one of the cores of physics teaching. Weak foundation directly affects students' further study. Therefore, classroom teaching should first implement the goal of knowledge and ability. (1) Exploring new knowledge: solving two problems: first, internalizing knowledge, that is, grasping the law of knowledge by solving the problems of what is (declarative knowledge) and why (establishing the connection between knowledge); The second is to form subject skills, that is, to master the law of knowledge application through the application of knowledge. (2) Knowledge application: In this stage of teaching, we should not only complete the task of consolidating knowledge and transforming skills, but also transform knowledge into ability, and also consider adapting to students' different intelligence levels. Therefore, the training questions should be carefully designed, diversified, concise and typical, and have a certain intelligence gradient. Therefore, we should set an intellectual step: basic application refers to imitation exercises with the same structure, type and difficulty as the examples in the textbook, which are used to consolidate the new knowledge learned in class. Secondly, we should carry out four trainings: we should always run through the training in classroom teaching, that is, the training of observation ability, operation ability, expression ability and problem-solving ability. Take the four training as the carrier to cultivate students' thinking ability. (2) The cultivation of students' ability to acquire knowledge independently cannot be a slogan. The cultivation of students' ability to acquire knowledge independently involves the implementation of process and method objectives. In classroom teaching, teachers should constantly change teaching methods and attach importance to the guidance of students' learning methods. The process of students learning new knowledge is a process of making students master basic knowledge, basic skills and basic thinking methods through multi-directional communication activities between teachers and students. It is also a process of organic combination of subject knowledge structure and students' cognitive structure, a qualitative change to realize students' understanding of the role of the subject in teaching, and the result of teachers' active guidance and students' active thinking. Here "teaching" is the condition and "learning" is the key. From the cognitive process, teachers are from whole to part, and students are from part to whole. The teaching process is to realize the cognitive transformation at the cognitive connection point of new knowledge, that is, the transformation from teaching to learning. In the process of learning new knowledge, first, we should emphasize students' independent exploration. This is a necessary part of active learning. Second, we should attach importance to students' cooperative learning. This is the expanding link of active learning. With the organization and participation of teachers, students exchange and discuss the learning results of independent exploration, critically examine all kinds of theories, viewpoints, assumptions, ideas and methods put forward, internalize them into individual wisdom and expand their knowledge horizons. It is necessary to leave room for students to exert their autonomy, enthusiasm and creativity, and provide students with various opportunities to construct knowledge, apply knowledge and express themselves in different situations, so that students can form their learning abilities of self-monitoring, self-reflection, self-evaluation and self-feedback through active learning. Fourth, pay attention to students' extracurricular exploration. In the exercises behind the current textbook, students are required to explore extracurricular topics (including surveys) in a large proportion. If students are not allowed to explore, they know nothing. For example: explore energy conversion, explore the deformation of glass bottles and so on. There are many places where students need teachers' help in extracurricular exploration, but we must overcome students' failure to do it. The teacher said that it will make students form the habit of laziness. In short, in order to correctly grasp the new curriculum standards in teaching, we must correctly understand the meaning of the new curriculum standards, clarify the requirements of the new curriculum standards, clarify the differences between the new curriculum standards and the old syllabus, transform the concepts of the new curriculum standards into actual teaching behaviors, and organize physics teaching activities with correct methods. To sum up, learning physics is to understand the truth that "concepts come from life and then go to life".