Educational psychology points out that interest is the basis of generating attention and the motive force of seeking knowledge. There are many ways to cultivate and stimulate students' interest in learning physics. How to create interesting physics classes: classroom teaching is the main position and attractive prologue is set; Using interesting physics experiments; Establish a good relationship between teachers and students; Paying attention to the cultivation of non-intelligence factors is a practical method.

First, set attractive classroom lead-in.

As the saying goes, "a good beginning is half the battle", and a good classroom lead-in is the key to open the door of students' thinking and the sail to lead students to the ocean of knowledge. As long as teachers have higher teaching art and language literacy, they can design a good classroom lead-in and make the classroom receive a good "first cause effect". Practice has proved that classroom lead-in often affects the success or failure of the whole teaching. When giving lectures, we should try to stimulate students' interest. First of all, we should design the classroom lead-in for each class.

Classroom lead-in is a common means of assisting teaching, and the most effective method in physics class is to use interesting demonstration experiments for lead-in. For example, when teaching "Feel the Atmospheric Pressure", first take an empty aluminum can and a pot of cold water, wrap the iron wire around the can mouth and fix it, twist the iron wire into a handle shape (with a certain length and strength), add a small amount of water to the can, put it on an alcohol lamp, and heat it for dozens of seconds. This kind of small experiment turns the boring and abstract theory into vivid and interesting exploration, thus stimulating students' interest in learning physics, guiding them into the exquisite science hall of physics, and absorbing the nutrition from it with great interest and courage. It can be seen that the role of classroom lead-in can not be underestimated.

However, classroom lead-in and teaching content can not be separated, but should be coordinated, based on teaching content and designed closely around the characteristics of classroom lead-in. Appropriate classroom lead-in can create a good teaching situation and become a stimulant and catalyst to inspire thinking, strengthen memory, help understanding and develop ability.

Second, the use of interesting physical experiments

Experiments occupy a large proportion in the current junior high school physics textbooks. Through these experiments, on the one hand, it can help students observe physical phenomena and deepen their understanding and understanding of physical laws, which is a bridge to apply theoretical knowledge to practice; On the other hand, students are required to learn some physical experiment methods and initially cultivate their experimental ability. Teachers make the classroom interesting through colorful physics experiments, which can not only enrich students' imagination, cultivate students' creative thinking ability, improve students' learning enthusiasm, but also cultivate students' scientific attitude. More importantly, experiments can cultivate students' scientific attitude of seeking truth from facts and cultivate their ability to observe and analyze problems. For example, observe the diffusion phenomenon (prepare a cup of cold water and a cup of hot water, put two small potassium permanganate into two cups of water respectively, and try to observe and compare the diffusion of potassium permanganate in two cups of water. If you observe the difference in potassium permanganate diffusion between two glasses of water, think about what this means. )。 Another example is: which bottle rolls fast (two identical glass bottles, one containing sand and the other containing water, slide down the same slope, which bottle rolls fast? Try it, think about it, why? Why don't you spill the water? Pour half a glass of water into the cup and cover it with paper. Press the paper with your palm and turn the cup over. Be careful not to spill the water in the cup. Let go, neither the water nor the paper in the cup will fall. It doesn't matter even if you put some small things like wooden screws in the water. Why is this? In addition, the strange water in the test tube (the test tube is filled with water (the cork should not be too tight) is heated to boiling on the alcohol lamp (don't burn it for too long, otherwise the cork will be easily washed away by steam). At this time, if you stop heating, you will find that the water in the test tube stops boiling. )

There are many interesting physical phenomena in life. Let the students do it, have a look, think about scientific truth and analyze the law. It can not only improve students' practical ability, but also help to improve students' interest in learning. Some have practical applications in life!

Third, establish a good teacher-student relationship.

To establish a good teacher-student relationship, teachers should first establish a good teacher image and infect students with their own personality charm. We should fully understand students, love them, respect them and trust them. Educator zankov said, "As a teacher, the indispensable and almost most important quality is to love children." A teacher's love is like a huge stone. If you throw it into the ocean of students' hearts, it will definitely set off a stormy wave. If students like their teachers, they will feel that they are "good friends" and "idols", have a strong interest in the corresponding subjects, can concentrate on listening in class and finish their homework on time after class. I'm afraid I can't learn the subjects he teaches well and make the teacher unhappy. "kiss your teacher, believe in his way, and then enjoy his way." If the teacher-student relationship is tense, students will have resistance, even if the teacher's teaching method is no matter how good, it will not attract students' attention, and there will be no ideological communication and emotional resonance. Teachers care, love and help students, and infect them with their words and deeds. In the long run, students will turn this teacher-student relationship into confidence, interest and responsibility for learning, so that he can make continuous progress in his studies. It can be seen that a good teacher-student relationship is a lubricant, which can run in the students' mind machine; It is a sharp axe that can split the shackles of students' hearts; It's a road sign, which can kill students' direction.

Interview with famous teachers, walking between ideal and reality, quoting a story to prove the educational concept that "teachers trust your students is to trust themselves". The story tells how Mrs. Thomson transformed a lonely and untidy little boy, Teddy Stewart, into a famous doctor with a doctorate. Thinking is like a flower, gradually accumulating the juice of life. As long as we water his roots with this juice and let him bask in the sun, his flowers will definitely bloom.

Fourth, pay attention to the cultivation of non-intellectual factors.

Protect students' curiosity and stimulate their thirst for knowledge. Rodin has a famous saying: "There is no lack of beauty in life, but a lack of discovery of beauty. The same is true of physics teaching, but physics itself is not aesthetics. If we want to change physics class from a boring type to a brilliant scientific poem, the key lies in whether our teachers seriously explore the beauty of physical science, whether they show their aesthetic characteristics, whether they create a beautiful artistic conception and let students be influenced by the beauty of physical science. This is the art of teaching.

Induce learning motivation and set appropriate learning goals. Learning motivation is the internal reason or motivation that directly promotes students' learning activities. How to stimulate and cultivate students' physics learning motivation has always been a problem that our front-line educators are extremely concerned about. Learning also needs the guidance of goals, both the overall goal of the long-term vision and the specific goal of the close-up view. But the goal should be set properly. Teachers should get in touch with students and parents, reach a * * * understanding, and set goals according to the specific situation of students. Too high a goal will force students to have negative psychology, just like an armchair strategist; The goal is too low, they can achieve it without a little effort, which is also unscientific. The goal of parents and teachers is to let students "jump and touch" and let them always have the internal psychological motivation of "achievement motivation"

Teach scientific methods and form good habits. Traditional teaching only pays attention to knowledge and skills, but ignores the cultivation of process and method, emotional attitude and values. In physics teaching, whether to guide students to study independently or "embrace" students is not only a question of educational concept, but also a question of teaching art. As the saying goes, "It is better to teach people to fish than to teach them to fish". We should not only teach students knowledge, but more importantly, we should teach students learning methods and develop good study habits. Ye Shengtao once said, "Teaching is for not teaching". When students solve their own problems through their own efforts and independent thinking, they can enjoy the joy and happiness of success and taste the fruits of their own labor, thus cultivating their self-confidence. However, it is not enough to focus only on the cultivation of students' methods. If students have superior intelligence and proper methods, but weak will, extremely weak ability to resist setbacks and bad habits, it is difficult to make a difference. On the other hand, even if a student's intelligence is average, he will persevere, and it is very likely that he will achieve remarkable results. Numerous examples of successful people at all times and all over the world have proved this point.

In a word, teaching is an art and there is no end to learning. Aristotle, an ancient Greek philosopher and educator, said that "the root of education is bitter, but the fruit of education is sweet". Only when we sweat and splash ink on the three-foot platform, study hard and teach students in accordance with their aptitude can we not only build interesting physics classes, but also reap sweet fruits.