First, grasp the characteristics of students and carefully design the teaching process.
Comenius, a Czech educator, thinks: "The artistic expression of educators is to let students learn knowledge and skills thoroughly, quickly and happily." Teaching skills and art make students eager to acquire knowledge, constantly pursue the truth, and explore and understand the objective world with strong emotional color. Therefore, the teaching process must follow this truth, carefully design teaching procedures, enlighten students' minds and ignite the sparks of students' thinking. Stimulate students' emotion, interest and will, and make students' cognitive activities a pleasure and a spiritual need. The performance of physics teaching art lies in stimulating students' strong thirst for knowledge. Therefore, teachers should constantly cultivate students' interest in learning, increase stimulating inquiry activities, constantly meet students' psychological expectations of success, and let students get a sense of enrichment, so as to consolidate and improve their interest in learning. Thus, students' learning confidence, determination, perseverance and perseverance are further strengthened, so as to achieve the purpose of psychological resistance. At the same time, teachers should grasp the essence of teaching content, create a teaching situation that is conducive to stimulating students' interest, and keep students' interest lasting through active guidance, thus enhancing students' initiative and consciousness in learning. In addition, physics is closely related to real life, and teachers should be good at linking exploring problems with life phenomena that students like. Because students are full of interest in such inquiry activities, they will inevitably want to explore and love to explore. For example, when teaching the phenomenon of "light refraction", an experimental situation is introduced: the experimental device is a glass water tank filled with water, a plastic foam board is inserted into the water, and a fish cut with plastic paper is stuck on the plastic foam board, so that several students can stab the fish into the water with steel wires. Because students always think that the position of fish seen by their eyes is the same as their real position, under the influence of such a wrong pre-scientific concept, some natural phenomena will naturally be misjudged by their own experience or intuition in daily life practice. The teacher lifted the foam sheet from the water and found a few steel wires dropped above the fish. Then he said: To know this truth, we must learn the phenomenon of "light refraction".
Second, cleverly induce and inspire, cultivate the ability of independent learning and inquiry.
Spencer, a famous educator, pointed out: "Education should encourage the process of personal development as much as possible. Children should be guided to explore and infer themselves, tell them as little as possible, and guide them to discover as much as possible. " The premise of inquiry teaching method is "autonomous learning"
Inquiry learning is a kind of learning activity driven by curiosity, problem-oriented, with high intellectual input and rich content and form. It is a learning method based on the physical and mental characteristics of teenagers, is the need of cultivating modern citizens and innovative talents, is an important subject of physics teaching reform and research, and is the integration of inquiry learning and research learning.
Secondly, cooperative inquiry and autonomous learning are carried out in groups, and some students are often frustrated in inquiry learning for one reason or another, so some students are unable or unwilling to carry out inquiry learning, resulting in a certain degree of weariness, and some students often fail to achieve the success of inquiry learning, thus affecting their studies. Based on the above problems, we conducted some investigations and studies, and preliminarily summarized the main reasons for students' frustration and the countermeasures to solve the problems. (65438+) (2) Poor learning foundation and inferiority complex; (3) The adaptability is not strong, and the inquiry method is not mastered. In view of the above problems, we put forward the following countermeasures: (1) hold activities to encourage participation; (2) Establish self-confidence and make up lessons; (3) the camera senses and fishes for it.
In the process of group inquiry learning, if teachers do not consider the development process of individual learning, and only use the behavior of some gifted students as the yardstick to infer the learning process, some students will feel frustrated and will no longer be willing to take the initiative to participate in group inquiry learning, which will lead to the poor effect of inquiry teaching method and fail to achieve the purpose of building an efficient classroom.
Third, create a pleasant learning environment and develop students' learning potential.
Creating a teaching situation conducive to scientific inquiry is an important task that every physics teacher should seriously think about and put into practice. A pleasant learning environment is conducive to students' participation in learning and enables them to conduct inquiry learning in a natural and harmonious atmosphere. Teachers should actively create a classroom atmosphere conducive to students' curiosity, perception and reflection, so that students can feel that physics is so vivid and interesting. We should strive to create a learning environment conducive to students' imagination, questioning and rational thinking, and strive to create a democratic, equal and free learning space. This requires teachers to think carefully, make necessary preparations, arrange teaching contents reasonably, set inquiry questions skillfully, arrange inquiry assignments scientifically, and constantly improve students' thinking ability, language expression ability and hands-on operation ability. For example, when learning the section "Weighing the mass of an object with a balance", students should be guided to think about the principle of making a pallet balance. Why should we adjust the balance? —— Guide students to think that lever arm and balance nut should be considered when designing and manufacturing tray ceiling. With the continuous improvement of students' ability, they can have a strong desire to learn, and can form a positive state of being willing to learn, diligent and enterprising, thus avoiding the reasons for learning frustration.
Fourth, design inquiry experiments and experience the happiness of scientific inquiry success.
The essence of physics inquiry experiment is that students carry out experiments independently, and they don't really know the experimental results before the experiment. Usually, students independently carry out various inquiry activities, including forming questions, putting forward hypotheses, proposing models, conducting experiments, observing, measuring, making, analyzing, explaining, evaluating and exchanging observation results or experimental data. Teachers only do organizational guidance. For example, when teaching "density", students can be guided to carry out "experimental exploration"
Teachers can creatively deal with textbooks without being completely formalized. Density is a very important concept in junior middle school mechanics and a difficult point in teaching, so "experiment-inquiry" can run through the whole classroom. First, the teacher asked questions, took out two metal blocks with different sizes and colors, and asked the students: Can you determine whether they belong to the same substance? When students feel difficult, the teacher points out that they can be identified according to their characteristics. It is not enough to identify a substance only by its obvious characteristics, such as smell, color and hardness. We must also explore a more subtle characteristic of matter, which can be found from the relationship between mass and volume of matter. Ask students to discuss in groups, design experimental schemes, and study the relationship between mass and volume of several substances. Teachers can sum up and inspire according to the actual level of students: the mass and volume of each substance can be changed (for example, take a few pieces of iron, aluminum and other solids with different sizes, several cups of water, alcohol and other liquids with different volumes), measure the corresponding mass and volume of each substance respectively, and then study the relationship between mass and volume. Then, let the students design experiments in groups, conduct class discussions, determine the best experimental scheme, let the students choose their own equipment, experiment in groups, obtain data, and guide the students to analyze the data. It is estimated that students will say: mass is directly proportional to volume. The teacher pointed out that whether mass and volume are directly proportional can only be concluded through data processing. When students find that the ratio of mass to volume of the same substance is constant (proportional), but the ratio of different substances is different, they can find out the important hidden characteristics of substances. M/V: Its size is determined by the type of substance, which reflects a characteristic of the type of substance. In physics, this property of matter is called density. This closely revolves around the concept of density, creating situational doubts, allowing students to make bold guesses and designing experiments to verify guesses. Teachers are good at inspiring and inducing students to explore and discover the laws of physics by doing experiments. When it is found that experimental exploration is accompanied by students' learning process, learning will be full of fun and strong learning motivation will be generated.