Reflections on Physics Teachers' Teaching in the Next Term of Grade Eight (Ⅱ)

Reflections on Physics Teachers' Teaching in the Second Term of Grade Eight; The new physics curriculum in junior high school emphasizes the fundamental change of students' learning methods, changes their passive learning attitude, advocates and develops diversified learning methods, especially the independent, exploratory and cooperative learning methods, so that students can become the masters of learning, and their subjective consciousness, initiative, independence and creativity can be continuously developed, and their innovative consciousness and practical ability can be developed. Teachers should base themselves on and cultivate students' independence and autonomy in inquiry teaching, guide students to question, investigate and explore, learn to learn by practice, and gradually form their own learning strategies in cooperative middle schools. To give full play to students' main role, teachers should dare to teach? Release? Let students learn with their brains, hands, mouths and initiative, and fully believe in their abilities. But, dare? Release? Instead of letting things drift, we should scientifically guide students to consciously complete their inquiry activities. When students encounter difficulties in inquiry, teachers should give guidance. When students' inquiry direction deviates from the inquiry goal, teachers should also give guidance. As a physics teacher, how to keep pace with the times and be the leader of the new curriculum reform? This puts higher demands on the quality of physics teachers, challenges the traditional teaching concepts and teachers' concepts, and urgently calls for the change of teaching concepts and the repositioning of teachers' roles.

First of all, change ideas and reposition roles.

The new curriculum reform is a revolution of educational ideas, which requires teachers? Teaching for quality? . Should we correct it in the teaching process? Teacher-oriented and student-oriented? Has the right relationship been established? Teaching for the sustainable development of mankind? Complete the transformation from traditional knowledge disseminator to student development promoter. This is the same direction for the future development of teachers in all disciplines. Are you online? Student-oriented development? Under the new concept, teachers' responsibilities are no longer single, but comprehensive and diversified.

Second, lifelong learning and optimizing the knowledge structure.

Physics is a comprehensive natural subject, which requires physics teachers to have rich knowledge of physics and related disciplines and become? Multifunctional? Compound talents. The new curriculum puts forward new requirements for physics teachers' knowledge structure and ability, and teachers should enrich and improve themselves through continuous learning. With the development of science and technology, the latest achievements in physics research are constantly emerging and constantly integrated into new textbooks. Therefore, teachers should learn these new knowledge and improve their knowledge structure; The new curriculum pays attention to the educational function of physics and advocates cultivating students' quality through physics education. However, due to the long-term influence of exam-oriented education, most physics teachers generally lack humanistic literacy. Therefore, teachers should learn rich scientific knowledge from human society and constantly improve their humanistic quality; The new curriculum also puts forward new ability requirements for physics teachers, such as the ability to communicate and cooperate with others, the ability to teach and research, the ability to integrate information technology with teaching materials, and the ability to design and develop courses.

Under the framework of new curriculum content, most teachers can't complete all the guidance work for students' projects by themselves because of their lack of comprehensiveness and foresight, which requires teachers to establish cooperative working ideas. From focusing only on this subject to other related subjects, from being used to narcissism to learning to appreciate the work and ability of other teachers, from completing teaching tasks independently to learning from each other's strengths together with other teachers.

Under the new situation, teachers are in the position of students' choice for the first time and must re-examine their knowledge structure.

Internalize lifelong learning into self-study behavior, always maintain the attitude of learning, research, reflection, discovery, exploration, innovation and summary, and strive to become an educator with profound knowledge, solid basic knowledge and modern information quality.

Third, people-oriented, innovative teaching mode

As the saying goes: there is no fixed method for teaching. In the teaching process, students' knowledge acquisition and the cultivation of intellectual and non-intellectual factors cannot be a single fixed teaching model. The teaching model involves three elements: knowledge, teachers and students. Teaching and learning are a dynamic process of common development. It is necessary to make clear the complexity of the teaching process, integrate the three elements, weigh the advantages and disadvantages, learn from others' strengths and flexibly choose teaching methods. We should not only reform and innovate, but also focus on reality and actively participate in creating heuristic, open, exemplary and cooperative teaching methods.

In the new curriculum reform, developing intelligence factors is not the whole of quality education. Non-intellectual factors such as students' learning purpose, interest, will, attitude and habit are the power system to promote the teaching process and realize the teaching effect, and play a role in starting, maintaining and regulating the students' learning process. Attach importance to the teaching of physics experiments and physics knowledge in teaching, and introduce stories, anecdotes and historical materials of physicists, so that students can understand the generation and development of knowledge and the role of physics in the long history of human development; Be good at comparing the differences between old and new knowledge, cause cognitive conflicts, cultivate students' questioning habits, guide students to find the internal relationship between current problems and their existing knowledge system, and strengthen problem awareness and innovative spirit; Finally, we should show students the ins and outs of knowledge through comparison, classification, analogy, induction and deduction, analysis and synthesis, and let them know why. ? Learning begins with thinking, and thinking begins with asking questions? . The classroom under the new curriculum standard should be like this: the classroom is not only the temple of subject knowledge, but also the temple of cultivating human nature. It is a temple for students to grow up, a sky for students to display their creativity and imagination, and a place for students to taste life? Theatre of dreams? . Here, students have the experience of exploring and acquiring new knowledge, and their interest, enthusiasm, motivation, inner experience and inner world are all enriched. It is practical to reflect on physics teaching with personal experience, learning attitude and responsibility.

Reflections on physics teachers' teaching in the next semester of grade eight

To implement effective physics classroom teaching, we must first clarify the thinking of physics discipline: simplify complex problems, idealize simple problems, model ideal problems and concretize model problems. Secondly, the task of physics teaching is clarified: to spread an idea and get an action in class; Sow an action and reap a habit; Spread a habit and gain a personality; Sow a personality and reap a destiny. Effective physics classroom teaching depends on our teachers making correct decisions on what to do in class. Secondly, it depends on how we realize these decisions, what we should and should not do in class, which also includes psychological components such as feelings, attitudes and values towards others and ourselves. Effective physics classroom teaching should move from plane to three-dimensional, from unit to pluralism. Physics teaching in junior high school should not only pay attention to the teaching of scientific knowledge and the cultivation of skills, but also pay attention to the cultivation of students' lifelong learning desire, scientific discussion ability, innovative consciousness and scientific spirit. Effective physics classroom teaching should attach importance to knowledge inheritance, but should change the tendency of overemphasizing knowledge inheritance. Combined with my own work practice, I have the following views on effective classroom teaching:

First of all, effective physics classroom teaching is inseparable from flexible and diverse teaching methods.

Effective physics classroom teaching is inseparable from various teaching methods, such as lectures, experimental inquiry, small combination, autonomous learning, scientific research and so on. Confucius pointed out in the Analects of Confucius? Enlightenment? What is the marginal state of? Angry? 、? Hey? . Tell the essence of inspiring teaching. Let students dada through inspiration? Angry? Status of:? The heart has opened but not yet opened, and the mouth can't speak? . There are many forms of inquiry teaching, which can be used flexibly, and can grasp the element of questioning well, so that questions run through the whole teaching process and become the center of the classroom. Einstein said: it is more important to ask a question than to solve it? . Let students experience through flexible and diverse teaching.

The real learning process, an efficient physics class, must be experienced by all students? Real learning process? . ? Real? It is reflected in the process of students from ignorance to understanding, not attending meetings, vague to clear, wrong to right, failure to success; It is reflected in teachers' persuasion, sincere help, strict requirements and standardized training methods; It is reflected in the communication between students with different methods and processes, the collision and doubt of different ideas and viewpoints, the argument, disagreement, unity and self-justification; Reflected in the criticism and praise of teachers' true feelings; It is reflected in that students have enough time to think independently, have individual language expression, and have the courage to deny all authority; It is reflected in teachers' clever capture of dynamically generated educational and teaching resources and the necessary adjustment and abandonment of preset teaching plans. What is true is the most beautiful and wonderful.

Second, the organization and management of the classroom is the basic guarantee for effective teaching in physics classroom.

In this particular social learning situation, teachers are not only disseminators of knowledge and information, but also classrooms. Managers and leaders? The role of designing, organizing and managing the whole process of classroom teaching. Classroom teaching is a vibrant place. Is it a person? Humanization? This process. Classroom experience also includes students learning to be independent. Self-reliance? Self-evaluation and how to cooperate effectively with others. In organizational management, let students listen and do, do after understanding, and speak after doing well. Teachers should eliminate the possible opposition between teachers and students in the classroom and create a harmonious learning psychological environment. Teachers can effectively deal with all kinds of accidents and students' disciplinary behaviors in class, help students correct them in time, and make fruitful praise and criticism, so that students can participate in the whole teaching activities normally and actively. Maintain classroom organizational discipline, foresee and eliminate all kinds of interference factors, and effectively ensure that the whole teaching process is carried out around the established teaching objectives. The management of democratic leadership style is more likely to form effective classroom teaching, and it is more inclined to work out learning goals and plans with students, so that teachers and students can often discuss and maintain classroom order. The classroom learning atmosphere is active, teachers are amiable, and students dare to explore and innovate.

Thirdly, teachers' teaching art.

At any time, effective physics classroom teaching can never be separated from teachers? Superb teaching art? . Teachers' superb teaching art can make students learn steadily, live, easily and happily, let students revel in an artistic enjoyment and leave indelible memories for classroom teaching. Superb teaching art comes from teachers' basic quality, hard training and unremitting pursuit. It is embodied in: organizing art and guiding art; Cooperative art, inspiration art, language art, blackboard writing art, practice design art, Adapt? And then what? Assimilation? Art, etc.

Anyway. An effective physics class needs a lot. Do you know? And then what? Do you know? ,? Do you know? And then what? Do you know? Is a golden partner, only? Do you know? Instead of? Do you know? That can only be a container. What you have learned cannot be internalized into your own blood. It can only be an extra burden. Understand? Do you know? If you want to make a living from death, turn the past into the present and use it for me, you must have sincere feelings and exploration experience, which is the bottom line for evaluating effective physics classroom teaching at any time. The standard of inspection is the acceptance and effect of students. In the classroom, it is mainly to examine whether students have mastered this knowledge and integrate this new knowledge into the original knowledge system. This is also an ability in itself. At the same time, we should understand the process of acquiring knowledge, and see whether students actively follow up and invest, and whether each student makes progress and development as much as possible on the original basis. Can you do it while trying to face all the students? Top student? Have a good meal? , let? Students who are temporarily sleepy? Can you eat? Really learn something, and each has its own development. To fully carry out effective classroom teaching, we should proceed from teaching practice, conform to students' learning situation, pay attention to practical results, correctly handle the relationship between teaching, learning and doing, flexibly use various teaching strategies and means, and adopt scientific teaching methods to comprehensively and effectively improve classroom efficiency.

Reflections on physics teachers' teaching in the next semester of grade eight

Under the new curriculum situation, high school physics teachers who require a title must never? A teacher? Stylistically Script? In teaching, we should constantly reflect, learn and keep pace with the times. The new curriculum advocates the cultivation of students' independent thinking ability, the ability to find and solve problems and the habit of inquiry learning. However, if physics teachers don't reflect on teaching, pay attention to absorbing their own research results in time, and don't seriously think about teaching themselves, they only teach students the basic knowledge truthfully in class and ask them to memorize after class, instead of encouraging them to think and analyze? Then, how can we change students' passive acceptance and rote learning methods and expand the space for students to learn and explore physical problems? Then, teachers should first constantly reflect on their teaching.

Reflection on physics teaching under the new curriculum plays an important role in the development of teachers' physics specialty.

On the one hand, it helps us to study physics teaching more deeply in the new curriculum reform environment.

Contemporary educational circles at home and abroad have proposed that teachers are researchers? . In teaching reflection? Reflection? In essence, it is a regular and consistent process for teachers to check, analyze, feedback and adjust various phenomena in teaching activities, so as to optimize the whole teaching activities and teaching day by day. This will undoubtedly promote teachers to pay attention to their own teaching behavior and carry out teaching research activities in depth.

As a way of learning, inquiry learning has become one of the hot spots in the current teaching field. High school physics comes with a lot of research study? Comprehensive exploration? ; In recent years, some middle schools have developed physics. Research academic performance? Exhibition activities; Many teaching magazines also publish many articles about inquiry learning? It can be seen that all localities generally attach importance to research-based learning. However, how to carry out research-based learning in physics teaching needs our in-depth and detailed discussion.

On the other hand, it helps us to practice teaching wisdom under the new curriculum reform.

The complexity of teaching determines that it is not a process for teachers to show their knowledge and practical skills, but a process for teachers to embody their practical wisdom. When I first entered the teaching field, in order to teach physics well, I often talk more about theorems and do more exercises, but students often don't understand it deeply and can't really master it. Through reflection, I realize that people's knowledge develops from perceptual to rational, so the mastery of knowledge should also follow this law. Therefore, in the teaching of the law of conservation of momentum, I first introduced the discovery process of this law: it originated from 16 ~ 17 century western European philosophers' philosophical thinking on the movement of the universe.

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Under the new curriculum, senior high school physics teachers can reflect on teaching from the aspects of theoretical and professional basis and basic teaching strategies.

First of all, the reflection on the theoretical and professional basis. Physics teachers must rely on their accumulated experience in teaching practice, but it is far from enough to stay on the understanding of experience, because teaching is a complex social activity, and the reflection on teaching behavior needs to be based on certain teaching theories and physical professional knowledge.

1. Change the concept of physics teaching.

Teaching idea is the theoretical fulcrum of teaching behavior. Under the background of the new curriculum, physics teachers should always reflect on their own or others' teaching behavior and update their teaching ideas in time. The new teaching view holds that curriculum is the integration of four factors: teachers, students, teaching materials and environment. Teaching is a kind of dialogue, a kind of communication and a kind of cooperation, and the classroom culture contained in this kind of teaching has the distinctive characteristics of harmony, democracy and equality. So, how to embody the new teaching concept in teaching? That is, in the interactive activities between teaching and learning, students' habits of autonomous learning, inquiry learning and cooperative learning are constantly cultivated, and their ability of independent thinking and innovative thinking is improved. In order to change the teaching concept, history and society teachers should strengthen the study of history and society teaching theory. For example, some discussion articles in "Physics Teaching" magazine and "Middle School Physics Teaching Reference" are helpful to update the teaching concept.

2. Enrich physical knowledge.

Subject expertise is very important for the implementation of the new curriculum and teaching reflection. How can history and social teachers improve their professional quality and enrich their professional knowledge? The key is to learn more physics classics, physics academic papers, physics works and so on. Reading these famous books with high academic value is not only enough to improve professional quality, analyze historical materials, prove reasoning and evaluate research methods.

Second, basic teaching strategies.

On the basis of certain teaching theories and disciplines, physics teachers mainly focus on the classroom for teaching reflection under the new curriculum.

1. Case analysis of physics class.

? The so-called case is actually a typical analysis of what happened in the real education and teaching situation. Is it a story around the event or a description of the event? . Case study is to show, analyze and discuss an event in the teaching process in the form of a case. The material of case study mainly comes from three aspects: first, study your own classroom and accumulate some cases from your own teaching practice; The second is to observe other people's classrooms and capture cases from them; The third is to pay attention to collecting cases in written materials.

When designing the classroom teaching of "Space Speed of Satellite", I can ask the question from the beginning: Can the thrown object not land? At this time, students are very active and have a lot of discussions: some will say that if an object is thrown upward, the higher the initial speed, the higher the rising height. When the speed reaches a certain level, the object will fly to outer space and never come back; Some people will say that from the law of flat throwing motion, the higher an object is, the greater its initial velocity and the longer its horizontal distance. When the speed is high enough, the object will not fall back to the ground; Some students may retort: the landing span is long, but the surface is not horizontal; Some students also said that from the point of uniform circular motion, when gravity just provides the centripetal force needed for circular motion, the object moves around the earth in a circular orbit and will not return to the ground. Thinking and discussion can not only deepen students' understanding and mastery of knowledge, but also stimulate students' thinking.

2. Listening activities in physics class.

As a paradigm of educational research, attending classes is an all-round and rich activity involving the classroom. In particular, colleagues have more freedom to listen to each other without assessment and authoritative guidance. Through mutual observation, discussion and critical dialogue, it is helpful to improve the teaching level.

Attendees carefully observe the teachers and students in the classroom, leave detailed lectures and comment on the classroom. Communicate and analyze with teachers in time after class to promote the improvement of teaching strategies, which will inevitably promote the improvement of physics teachers' teaching reflection ability.

3. Summarize and reflect on notes after class.

Summarizing and reflecting notes after class is to record some feelings, thoughts or puzzles in the teaching process in time, so as to re-examine your teaching behavior. Under the new curriculum, taking physics as an example, in fact, there are too many places where teachers need to summarize and reflect after class in general physics teaching.

In a word, although the research on physics teachers' teaching reflection under the new curriculum is still a new topic. Many problems of reflection need further discussion. However, the reflection of physics teaching plays an obvious role in the growth of physics teachers. It is an effective way for physics teachers to realize their self-development and a new attempt to improve the quality of physics teaching. It will also promote physics teachers to grow into research-oriented and compound teachers in the new era.

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