Making high school physics classes come alive

Author: liuxinyuan2012

Physics courses in high school should pay attention to both life and practice. However, physical concepts and physical laws bring certain difficulties to students’ understanding. In particular, some physical phenomena are not only hidden to a certain extent, but also deviate from some superficial phenomena, which makes it even more difficult for students to learn. Over time, I lost interest in learning physics and felt that physics was becoming more and more profound. Then, physics classes need to be colorful to make students active and make the class come alive.

Through studying abroad and combining my own teaching insights and reflections, I gained a new understanding of the physics classroom.

1. Return the classroom to students and stimulate their enthusiasm for learning

The famous educator Wei Shusheng proposed the "six-part" teaching method as a teaching method worthy of our reference. This novel teaching model allows students to become the masters of the classroom and stimulates students' enthusiasm for learning. Through self-study plans, students have the key points of self-study; through group cooperation, students' team spirit is cultivated; through student presentations, students' thinking is improved, students' eloquence is exercised, and writing is standardized. The teacher's guidance is like the finishing touch, supplementing the areas that the students have not explored deeply, summarizing the problem-solving rules and techniques, and bringing this class to a climax.

This requires teachers to be full of enthusiasm and love, as well as rich experience and adaptability. In the process of student sorting and in-class testing, students are allowed to form a system of knowledge and be able to check for omissions and fill in the gaps.

2. Turn acceptance into inquiry and be good at setting questions

In the long-term acceptance-based learning process, our teachers pay more attention to how to teach the knowledge in the textbooks clearly. It is meticulous and scientific; how to analyze the problem thoroughly and tell students what they don't notice, but rarely considers what students think when dealing with these problems. The more detailed the teacher's explanation is, the more space for students' thinking will be occupied. This creates a situation where students “can understand in class but cannot do it after class”. Understanding without experience is not true understanding. We must be good at setting questions in key places to induce students to gradually solve problems through their own thinking.

For example, in the teaching of the concept of "electric potential energy" in elective 3-1, of course, we can directly introduce the concept of electric potential energy from the theoretical analysis of electric field force work, but I first did a demonstration experiment: A small metal ball is suspended in two electrified parallel plates. The ball keeps swinging back and forth between the two plates and knocks on the two plates, making a sound. Ask students to explain why the ball swings from the perspective of energy conversion. The students chattered and finally discussed and determined: it is the electric potential energy of the ball that is converted into kinetic energy, allowing students to realize the existence of electric potential energy. Therefore, when we usually teach, we must be good at creating problem situations so that students can absorb knowledge in their own way and build a knowledge system so that they can apply it flexibly.

3. Change the teaching of experiments to doing experiments to induce students to think

Experiments are what students are most interested in. Whether it is a classroom demonstration experiment or a student independent inquiry experiment, it is inseparable from students' participation and thinking.

For example, in the friction teaching of compulsory course 1, the students could not understand the direction of the friction force on the ground where the car is driving. I asked the students to design a movable road surface for the remote control car to drive on. The students came up with the idea of ??putting a piece of cardboard on top of two cans. The next day I brought the materials and the remote control car and conducted this experiment with the students. The students are excited and the class is lively. To strike while the iron is hot, I ask students to explain why the cardboard recedes. Also in students' independent experiments, we not only need students to participate, but also need students to think, mobilize the movement of the brain through manual labor, and design problems to allow students to obtain unexpected results in the experiment, so that students have a deeper understanding of knowledge. A deeper understanding.

Physicist Beferridge: "When doing experiments, if we only pay attention to those expected things, we may miss unexpected phenomena, and although these phenomena are puzzling at first, they are not. It is most likely to lead to the discovery of unexpected important facts.”

4. Focus on research-based learning and cultivate students’ inquiry experience

The new curriculum focuses on scientific inquiry and promotes diversified learning methods. Reflect students’ dominant position. Students experience the scientific process and understand scientific methods through links such as "raising questions, conjectures and hypotheses, conducting experiments, analyzing and demonstrating, communicating and evaluating".

However, due to the constraints of time, space, environment and other factors, the classroom can allow students to use physical education classes to study which factors can be improved by changing long jump performance; through activities such as measuring weight, taking elevators, riding roller coasters at the playground, etc., students can understand and experience weightlessness and being overweight; by taking a car home during vacation, I experienced the feeling of centrifugal motion when the car turns. In these types of research activities, what is pursued is not the perfection of conclusions, but a shift from teaching that emphasized conclusions in the past to teaching that emphasizes process, so that students can be more exposed to social life and experience the fun of scientific inquiry.

5. Integrate the history of physics and cultivate creative talents

British philosopher Bacon has a famous saying: Reading history makes people wise. In teaching, the history of physics should be appropriately introduced to infect students with its joy, confusion, surprise and philosophy, so that students can understand the world as physicists understand it.

For example, when teaching "Newton's First Law", from Aristotle in ancient Greece to Galileo and Newton, we follow the research process of great men with students, thereby deepening students' understanding of this law. understand. When teaching the "Electromagnetism" part, I not only introduce to students the deeds of scientists such as Coulomb, Ampere, Oersted, and Faraday. Especially for Faraday, I asked students to collect relevant information from the Internet and the library, and asked students to display the parts they found in class. Some groups started from the family where Faraday was born. Faraday was born in poverty and did not receive formal education. However, he was studious, serious and motivated, which earned him the appreciation of David, learned a wealth of knowledge, and broadened his horizons.

Some groups started from Faraday’s academic spirit. Faraday spent 59 years doing experiments during his 76 years of life, and the experiment to study the generation of induced current took a full 10 years. He also wrote numerous papers and masterpieces. Some groups started by not talking about wealth. After Faraday became famous, he declined positions and titles such as President of the Royal Society and President of the Royal Academy. He also refused to accept noble titles. He said: "I am a poor man, and I don't want to Become a noble." After each group's narration, there was a round of applause. While the students were admired and moved, they realized that great men are not far away from us, but their academic attitudes and life qualities are the same as our teachers and students. learned.