The basic meaning of log refers to the work log. Logs are mainly published on the Internet, recording a process and an experience in detail. Next, I'll sort out the senior high school physics continuing education journal (selected 5 articles) for your reference only, hoping to help you!

Research Journal of Senior High School Physics Continuing Education 1 Physics is the most difficult course to learn. Students are afraid to learn physics. First, they are used to learning junior high school physics, because the steps of junior high school physics and senior high school physics are: "remember one thing and recite another", but they don't pay enough attention to practical ability; Second, there is a lack of understanding of physics and the cultivation of physical science emotion, and the cultivation of physical science emotion is particularly important for students to learn physics emotion.

Imagine that when students are interested in a certain subject and have feelings, they can consciously overcome difficulties and study hard. At the same time, cultivating positive and good emotions in the learning process can change students' learning attitude and promote the formation of their values. In middle school physics teaching, whether it is to let students master scientific knowledge and experimental skills, or to carry out ideological and psychological education, it is inseparable from the cultivation of emotions. Therefore, it is very necessary to consciously cultivate students' positive emotions in middle school.

First, in the exploration of natural science, people are always curious and impulsive about the unknown. It is this curiosity that is the beginning of scientific exploration. It is this impulse that opens the door to science. It is this curiosity and impulse that makes people realize the mystery of natural science. Everyone is born to explore unknown emotions, and the joy and happiness in the research process are based on their own thinking process and efforts. This kind of emotional experience is also one of the important emotions in the process of studying. In scientific activities, we can also cultivate people's objective and impartial feelings. Because scientific research and study need people to have a rigorous learning attitude and the spirit of seeking truth from facts.

It can be seen that the process of learning science contains all kinds of positive emotions, and this process is also a process of cultivating noble emotions.

Second, emotional education in physics teaching is very important for students to learn physics.

Physics requires students' practical ability, observation ability, thinking ability and life experience accumulation, which makes most students inevitably encounter various difficulties in the process of learning physics. In this case, if teachers do not give correct guidance, students will be in a state of timidity, fear and excessive anxiety about physics for a long time, which will undoubtedly lead to students losing confidence in learning physics. Moreover, cultivating students' physical emotion can fundamentally change students' attitude to learning physics, cultivate students' will quality and form correct values. Therefore, the purpose of cultivating students' physical emotion is not simply to improve students' physical performance, but more importantly, we hope to use these characteristics of physics subject to improve students' comprehensive quality with high school physics learning as the carrier, so that students can form scientific thinking methods, which is conducive to students' forming healthy personality and establishing correct values, and then become useful talents. Specific performance in the following two aspects:

1. High school physics can cultivate a sense of morality, rationality and beauty.

Moral sense includes patriotism, collectivism, sense of responsibility for public utilities, sense of obligation and humanitarianism. These contents have been included in the physics course. For example, the definition of Moqi force and the explanation of pinhole imaging; Shen Kuo's Notes on Meng Xi explains some physical phenomena and the contributions of Copernicus, Newton and Madame Curie in the development of physics. Through the introduction, students can better understand China's ancient scientific achievements and thinking forms, which is a concrete manifestation of patriotism, and the ups and downs in the development of physical science can never stop people from understanding the unknown world. At the same time, physics is a double-edged sword, which can benefit mankind and destroy the world. Through the explanation of nuclear energy, students can realize the importance of maintaining world peace, that is, they can have a sense of responsibility to society.

Sense of reason is mainly manifested in interests, hobbies and the pleasure of experiencing learning. Physics learning itself is full of mysteries and explorations. The happy experience in learning is what students can get through personal experience and hard work. By cultivating interest, guide students to explore and experience fun in learning knowledge and solving problems.

Students' appreciation of scientific beauty needs the guidance of teachers. Physics is full of beauty, and science and art have become the focus of attention of many people. This point should be fully reflected in the middle school physics class, such as simplicity, symmetry, unity of opposites and so on. Let students have aesthetic pleasure in the process of learning physics. Of course, this is not simply to improve grades, but to improve students' comprehensive quality by cultivating their aesthetic ability and changing their perspective of understanding things.

2. Set an example and cultivate emotions.

Emotional cultivation runs through the whole education and teaching process. First of all, teachers should entertain and encourage students and let them experience the fun of learning and success. Secondly, teachers should control their emotions, improve their personality and gradually influence students with noble sentiments. We should also communicate with students and establish a good relationship between teachers and students.

In a word, emotional cultivation is an important part of quality education. Emotional cultivation in physics teaching is the need for students to learn physics well and educate people in an all-round way. In short, to cultivate students' positive emotions, teachers need to grasp every link of education and teaching and never miss any educational opportunity.

Journal of physics continuing education in senior high school 2 1. Renewing educational concepts and taking advanced teaching concepts as guidance are the prerequisites for a good class.

Teachers' words and deeds, every move, even a look and an expression in the classroom reflect teachers' educational and teaching ideas, restrict teachers' teaching design and play a guiding role. The reform of classroom teaching is not money or things at first, but educational ideas and teaching methods. The concept is the commander in chief, and what kind of concept has what kind of teaching effect. As a physics teacher, we should renew our ideas in the following aspects.

1, the concept of students.

(1) Different students have different levels of learning physics.

(2) Students can study physics in their own way.

(3) Students will apply what they have learned to practice.

(4) Students are the masters of classroom teaching.

2. The concept of teaching.

(1) Stimulate students' interest in learning in teaching.

(2) Physics teaching should cultivate students' emotions and let students build up confidence in learning physics well.

(3) Provide students with colorful situations.

(4) Leave space for students to explore and think.

(5) Promote the classroom atmosphere of cooperation and communication.

3. Ideas about teachers.

(1) Teachers are the decision makers in the process of curriculum implementation.

(2) Teachers are organizers, instructors and participants in the teaching process.

(3) Teachers are collaborators in students' learning process.

(4) All teachers' teaching work should be centered on "developing students-oriented".

We should transform these new teaching ideas into the behavior of teachers and students in the usual teaching process. Only in this way can we teach today well and think about tomorrow well, so that students can gain both knowledge and wisdom. If we don't fundamentally re-understand students, teachers and teaching, we can't understand the true meaning of the new teaching concept, change students' learning methods, and carry out "copy teaching" of "the whole class draws the only apple according to the teacher's demonstration". Cultivating students' innovative consciousness and practical ability can only be a slogan, and the raindrops of "quality education" will never fall into closed classroom teaching.

Second, preparing lessons is the key to a good class.

As we all know, preparing lessons has always been the most important task for teachers, and different times have different requirements. Since 1950s, education in China has been deeply influenced by Kailov's pedagogy. His teaching goal is to "impart solid knowledge formed by thousands of years of human practice". The process of imparting knowledge has five links: organizing teaching, introducing new courses, teaching new courses, consolidating exercises and assigning homework. After half a century's evolution, the five links have undergone new changes, but the overall spirit has not changed and time is limited.

The basic mode of new teaching is:

1, bedding strength (3 minutes)

2. Import-Expressway (2 minutes)

3. Newly granted-high density (15min)

4. Integration-Multi-angle (10min)

5. Homework-Effectiveness (8 minutes)

6. Summary-Grasp the severity (2 minutes)

This fixed teaching mode makes teaching lack vividness and students lack initiative in learning. This kind of meeting teaching gives students the feeling of being boring and helpless. Therefore, some people abroad sum up our classroom teaching as a teaching four-part: the first part is "driving ducks to the shelves", which drives our students from outside the classroom into the classroom like ducks, sitting on the blackboard, being the audience and making containers. The second song is "Duck Filling". Teachers pour water and ask questions in class, but students don't pretend to understand. The third part is "Try Duck". There will be an exam at the end of the term, and students will be judged according to their scores. In this way, students will become "salted ducks", students' double basics will not be implemented and their abilities will not be developed. These are the drawbacks of our past teaching. Of course, it is undeniable that this teaching structure is a summary of many years of teaching experience. After all, more than half a century has passed, and we can't completely deny it. We should learn the essence from it and endow it with the connotation of keeping pace with the times. So how to prepare lessons to reflect the "student-oriented" classroom teaching concept today when quality education is fully implemented?

I think teachers must answer the following three questions when preparing lessons:

(A) classroom teaching design, to establish the following three concepts:

1. What is the purpose of physics teaching?

The new curriculum standard clearly points out that the purpose of physics teaching is for students to acquire important physical knowledge, basic thinking methods and necessary application skills necessary to adapt to future social life and further development through learning in the education stage; Using the thinking method of physics to observe and analyze the real society, solve the problems in daily life and other subjects' study, enhance the consciousness of applied physics, understand the close relationship between physics and nature and human society, know the value of physics, enhance the confidence in understanding and applying physics, have the initial innovative spirit and practical activities, and fully develop their emotions, attitudes and general abilities. From this goal, we can see that physics teaching is no longer centered on "imparting physical knowledge", but pays more attention to the change of students' thinking mode, problem-solving ability and the formation of good nostalgic mentality in the process of physics teaching. Therefore, when preparing lessons, we should prepare the process of subject participation and how to let students learn to learn.

2. How do students learn physics?

Constructivists believe that learning is not a process in which teachers impart knowledge to students, but a process in which students actively construct knowledge. Not all students come into the classroom empty-headed, but they also have some life experience. Therefore, classroom teaching is an interactive process of two-way participation of teachers and students. Students are the masters of learning and the main body of active knowledge and exploration in class. Then, under the new teaching concept, how should students learn?

Let students "do" physics.

Now the goal of physics curriculum will be changed from "paying attention to knowledge results" to "paying attention to students' activities", and the curriculum design will be changed from "imparting knowledge" to "causing activities". Therefore, we should extend the focus of physics education from the use of physical knowledge as the final product to the whole process of physical activities. In a word, we should regard physics learning as a "re-creation" or "quasi-creation" activity of students. Doing physics here has two meanings: one is "physical education of operation" and the other is "physical education of creation". Recently, I read an article that said, "After listening, I will forget it; after reading, I will remember it; after doing it, I will use it". Thus, effective learning is to let students experience and explore for themselves.

② Let students "play" physics.

In the new curriculum reform, the important content of the reform is to change students' learning state: first, students' learning emotions, second, students' learning methods, and third, the strategic form of students' process. Active is a child's nature. In the teaching process, teachers should organize some games to "package" physics knowledge or create story situations to "connect" physics knowledge, so that students can learn interesting, happy, relaxed, active and profound while playing with each other.

③ Let students "ask" about physics.

"Physics is the gymnastics of thinking". In the future teaching, students should be induced to guess, explore and explore boldly, and the creativity of students' thinking should be developed. "Learning begins with thinking and thinking begins with asking", and the problem is the core of physics. Teachers should create more problem situations, one is to guide students to think about the problems in the situation, the other is to guide students to ask questions around the situation, and use and reorganize the existing knowledge and experience to solve the problems effectively.

④ Let students "use" physics.

The new curriculum emphasizes that everyone should learn useful physics, attach importance to the practical significance and practical value of physical knowledge, and cultivate students' ability to solve practical problems. In other words, physics will show its value and charm only when it returns to life, and students can really show their physical learning level only when they return to life and use physics. Therefore, teachers should organize students to carry out some physical practice activities related to real life and experience physics everywhere in life.

Read through the textbook, sort out the basic structure, understand the intention of compiling the textbook, and clarify the basic orientation of teaching.

Understanding teaching materials is the basis of clarifying teaching difficulties, determining teaching objectives and designing teaching plans, and it is also the premise of high-quality teaching design and high-level classroom teaching. To learn a textbook, we can read it through first, grasp the textbook as a whole, understand the intention of compiling the textbook, and make clear the basic content and objectives of teaching. Specifically, you can read through the textbook from the following aspects.

1, depending on the problem.

Since the new round of curriculum reform, textbooks have focused on triggering physical problems through thematic situations and developing the teaching process. Only by fully understanding the design intention of the situation can we tap its teaching resources and add value to the problem situation.

(1) Understand the information and relationships presented in the problem situation. Many problem situations in the new textbooks present learning materials in the form of "scenarios", and their rich connotations sometimes make it difficult for students to understand and grasp. Teachers should be good at analyzing the information contained in the theme situation, such as physical information and non-physical information, explicit information and implicit information, and study the relationship between information and information, so as to tap the rich learning resources contained in the theme situation of teaching materials.

(2) Understand the knowledge points reflected by the problem situation. Knowledge points in physics refer to concepts, formulas and laws. When reading textbooks, we should read the basic knowledge points from the theme situation and think from many angles and aspects, such as the physical essence, manifestation and formation process of knowledge points.

(3) Understand the unfolding process of the problem situation. The unfolding process of problem situations in reading textbooks, such as "creating situations-building models-explanation and application", is adopted in many contents. We can understand the knowledge structure of textbooks through the presentation process, think about the enlightenment to teaching methods through the presentation mode of textbooks, think about the relationship between the presentation structure of textbooks and the logical structure of knowledge, and think about why we should design such a learning process, so as to effectively guide students to experience the physical process in physical activities.

(4) Read the hints in the question situation. Teaching materials often have ideas and methods worth reminding and marginal notes indicating key knowledge.

2. Reading practice

Exercises are an important part of physics textbooks. The key to understanding the exercises in the textbook is to understand the content and level of the textbook. First of all, teachers should do all the exercises well, make clear the function and teaching requirements of each exercise, and understand the writing intention of the textbook. Secondly, make clear the levels and internal relations of practice. The exercises in textbooks can generally be divided into three categories. First, the basic questions are completely matched with what students have learned, which mainly plays a role in consolidating new knowledge; The second is variant questions, which change in information presentation and reverse thinking of questions, and promote students to deepen their knowledge understanding; Third, developmental issues, such as exploring practical issues, developing and improving issues, and thinking about developmental issues, can promote students' comprehensive and flexible application of knowledge. When learning textbooks, teachers should be clear about the distribution of the three types of exercises and their relationships, such as understanding where the variant questions are "changed", what are the extension points, and thinking about the use mode and class time allocation, so as to organize students' exercises purposefully and orderly, consolidate, understand and internalize knowledge and improve the effectiveness of exercises. Finally, we must ponder the problem-solving strategies and physical thinking methods contained in the exercises, and see the learning function of the exercises through the exercise function of the exercises, so as to make full use of the exercises and exert their value.

Second, in-depth study, read through the textbook, understand the key and difficult points of the textbook, and grasp the core content of teaching.

1. After reading through the textbook initially, teachers should conduct "questioning" reading around the core knowledge of the textbook, that is, ask themselves several questions around the core knowledge of the textbook to promote the understanding of the physical nature of knowledge.

2. Carry out "contact" learning, learn textbooks from the viewpoint of overall contact, and grasp the stage and continuity of knowledge.

3. Carry out "multi-perspective" learning, be good at grasping teaching materials from the students' point of view, and grasp the key and difficult points of teaching.

(1) What is the existing cognitive basis of students? What is the cognitive level? By improving the teaching of this section, what aspects can students develop?

(2) Does the student have any life experience related to the knowledge in this section? What is the life experience of students?

(3) How difficult is it for students to learn this knowledge? What methods are used to help students understand?

(4) What questions do students have when reading this section? What can I learn from self-study? What can be learned from peer discussion? What needs the teacher's guidance or even explanation?

(5) What kind of situations do students like? What kind of learning style do students like? Studying from the perspective of students' learning can correctly grasp the realistic starting point of students, thus determining the starting point of teaching, sorting out the key points and difficulties of teaching and determining the basic strategies of teaching.

In a word, learning textbooks is an important way for teachers to develop the subject teaching knowledge (pck) used in textbooks and a "fast lane" for teachers' professional growth. Only by studying, understanding and comprehending the teaching materials seriously can we tap the deep value of the teaching materials, give full play to the functions of the teaching materials, make good use of the living teaching materials and creatively use the teaching materials, and make our teaching presupposition more targeted and scientific.

After this period of training, I have gained a lot and gained a profound understanding. I deeply feel that my teaching level and teaching methods need to be further improved and I can't stay at the original level. During the training, I can listen to the lectures of many experts and famous professors, listen to their understanding of physics teaching in junior high school, observe the classroom teaching of front-line teachers and learn their teaching skills. For me, it is a baptism of thought, a shock of mind and an innovation of ideas. The main gains are as follows:

First, through this training, I saw the gap and learned the methods.

I don't understand teaching and research, and I don't think it's necessary. However, I am particularly awake. My class has great hidden dangers and is too arbitrary. I don't know the performance of effective and beneficial teaching process in the new curriculum. Through this period of study, I learned the most effective methods of physics classroom teaching and after-school counseling from them. This also strengthened my confidence in continuing to speak physics well. So this training is a timely rain for me, a re-education and a vivid hands-on coach.

Second, be a research-oriented teacher, constantly reflect and make progress.

Learn from reflection and improve from research. An important content of reflection is your own classroom teaching behavior, which teaching link is effective, which teaching goal is invalid, when students speak actively, why the classroom atmosphere is active, and so on; Study after reflection, find out the advantages and disadvantages, carry forward the advantages, improve the disadvantages, and then form your own teaching advantages, so that every teaching advantage can be built into a ladder to excellent teachers! Reflection after class, research before class. Study teaching materials and students, so that every teaching design has a bright spot and every class has a funny point; The beginning of the semester needs planning. Plan the teaching objectives and contents of the whole semester, especially the teaching content of writing, abandon the concept of "teaching materials are courses", make good use of teaching materials and surpass them at the same time. There is no best teaching profession, only better. Through continuous reflection and accumulation, we can get our own experience and methods, and deepen this method into theory, which is the highest realm of being a teacher.

Third, contact with each other and be a teacher that students like.

Teaching is hard, but we should always keep a warm heart in our work, and we can't ignore the communication between teachers and students. We should walk into the students, be their mentors, get close to their teachers, and get attached to the students, so that we can feel that teaching benefits from each other and reap the growth, progress and happiness brought by teaching.

Through this period of study, I deeply realized that in school education, cultivating students' innovative spirit and practical ability has become an important value orientation of quality education. I think inquiry teaching should be beneficial to cultivate students' habit of independent thinking, stimulate students' innovative consciousness, develop students' innovative ability, comprehensively improve students' scientific and cultural quality, and broaden students' access to information. It has become an inevitable trend to develop inquiry teaching mode in physics teaching. The following are my experiences and thoughts:

First, understanding of the new curriculum reform:

1 embodies the fundamentality and times, and changes the complicated, difficult, biased and outdated problems in the past. The new curriculum not only requires students to learn the most basic concepts and laws of physics, understand the basic viewpoints, ideas and methods of physics, and master the basic skills of physics experiments, but also expands the connotation of "knowledge and skills", requiring students to understand the development process of physics, reflect the integration of classical physics and modern physics, and pay attention to the main achievements and achievements of science and technology.

2. Pay attention to the education of physical thoughts, methods and scientific spirit: change the practice of systematically summarizing physical knowledge into a concise knowledge system in the past, infiltrate physical thoughts and methods into the process of knowledge formation, tap life examples, let students think and understand the essence of physical thoughts and methods, and enhance their awareness of applying scientific methods.

3. It reflects the diversity and selectivity of the curriculum and teaching content: in order to make the teaching materials conducive to the development of different students' intellectual potential and widely adapt to different regions, the curriculum standard puts forward that "ordinary high school education still belongs to basic education, and all students should be paid equal attention to, and at the same time, physics curriculum modules should be designed for students to choose according to their interests, development potential and future career needs to meet their different learning needs".

4. Pay more attention to autonomous learning in the course implementation and advocate diversification of teaching methods. One of the most prominent features is to carry out research-based learning. Our study of physics knowledge in senior high school is no longer limited to listening to teachers' lectures, but more needs students to explore, study and experiment themselves, so that they can learn and apply knowledge in this process. Emphasize the construction process of knowledge and cultivate the ability of physical experiment and scientific inquiry; The emphasis is on the study of basic knowledge and the establishment of core concepts of physics. Emphasis is placed on moving from life to physics, from physics to society, and attention is paid to protecting exploration interest and learning desire; Reflect the times, emphasize the infiltration of disciplines and care about the development of science and technology; Pay attention to the integration of classical physics and modern physics; Reflect the cultivation of emotional attitudes and values, and pay attention to science? Technology? Infiltration of social concepts. Reflect the selective integration of curriculum resources in different regions and consider the cognitive characteristics of rural and urban students; Carefully designed columns enrich the teaching content and provide convenience for teachers' teaching; It not only emphasizes * * *, but also highlights the series characteristics, providing space for students' development. Emphasize operability, pay attention to inheritance and development, and develop teaching materials and auxiliary resources.

5. The biggest difficulty of the new physics curriculum reform in senior high school is:

First, teachers' ideas should be changed;

Second, change the existing teaching resources;

Third, change the teaching system;

Fourthly, teaching evaluation, teaching methods and teaching contents should keep up with the changes of curriculum reform. The starting point of education is people, and the destination is also people's development.

"Inquiry teaching" is based on students and people-oriented, providing equal opportunities for each student to participate, so that students can experience success and grow healthily in a relaxed and democratic environment.

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