What are the teaching methods of junior high school physics?

Teaching methods in physics, whether lectures or trial lectures, are often a headache for the majority of candidates. Here, I want to share with you some common teaching methods in physics teaching.

Teaching method is a means of teaching. If we can skillfully use various teaching methods, we will certainly be able to turn difficult into easy and boring into interesting, which plays a decisive role in teaching effect. Then, in physics teaching, how to use effective teaching methods can arouse students' enthusiasm and give full play to their main role. In this regard, I will talk about several methods.

First, stimulate interest with experiments.

The physics experiment is lively and interesting, and almost all the students are very interested in the experiment demonstration. If experiments can be carefully designed and skillfully demonstrated in teaching to enhance their interest and novelty, students' senses can be effectively stimulated and their intentional attention can be enhanced, thus stimulating their interest in learning and cultivating their thinking ability.

For example, when I was talking about atmospheric pressure, I asked students to observe a mineral water bottle, and a small hole was dug in the middle and upper part. The teacher first pressed the hole with his hand, filled the bottle with water, then tightened the cap and asked, "Will the water on the hole flow out of the hole after letting go?" According to past experience, the students answered "yes" in unison. The teacher released his hand, and the water higher than the hole did not flow out of the hole. All the students were surprised. After arousing students' interest, pretend to observe the situation that the water above the hole flows out after opening the bottle cap, and then ask: "Why tighten the bottle cap so that the water above the hole does not flow out?" What does the bottle cap do here? "In order to find out the second, the students pay special attention to the lectures. Make good use of the experiment, it will be as fascinating as "magic", so the classroom teaching effect must be great.

Second, create scenarios to fully mobilize students' subjective initiative

Suhomlinski, a famous educator, once said, "If teachers are eager to impart knowledge without trying their best to make students enter a high-spirited intellectual state, then this kind of knowledge can only make people have an indifferent attitude, and emotional mental work will bring fatigue." Therefore, in the process of physics teaching, teachers should make use of multimedia information technology as much as possible, or create attractive teaching situations for students through vivid text narration, so that students can learn on the spot, stimulate their interest in learning and develop their thinking ability.

For example, after teaching the theory of relativity of motion and stillness, I played a clip from the Hollywood blockbuster "Speed of Life and Death" to the effect that "one day, a bus was full of passengers, one of whom was an excellent detective, but when the bus arrived at the station, he couldn't stop, and everyone looked flustered, because the bus was bombed by terrorists and would explode if it was slower (the possibility of bomb disposal has been ruled out). After the students understood the meaning of the question, they were particularly energetic. Driven by a sense of justice and responsibility, they all want to rescue the passengers on the bus. After a while, they chatted and then raised their hands enthusiastically. The classroom atmosphere was very active and achieved the expected results.

Third, use "wonderful" to point out students' mistakes.

In the teaching of Pressure and Pressure, the author once asked such a question: "As shown in the figure, the cuboid A weighs 10N, the bottom area 10 cm2, the cuboid B weighs 20N, and the bottom area is 20 cm2. Find the pressure of A on B and the pressure of B on the ground. "

I found that all the students' answers to the first question were correct, and nearly one third of the students made the same mistake in the answer to the second question. Everyone mistakenly thinks that the pressure of b on the ground is F=GB. In response to the mistakes of my classmates, I told a joke: once upon a time, there was a man riding a horse to buy rice. He cherishes this horse very much. When he came back, he rode home with rice on his back in order not to crush his horse. The students all laughed after hearing this. After discussion, they soon understood that the pressure of B on the ground was F=GA+GB. Highlight students' mistakes by "stimulating interest", so that students can realize their mistakes in laughter and learn knowledge in happiness.

Fourth, be good at connecting with the real life around students, and insert wings for students to learn physics well.

Teachers should skillfully use students' perception in life to stimulate students' strong thirst for knowledge, which is conducive to the study and understanding of physical knowledge; At the same time, students should use the physical knowledge they have learned to solve simple problems, which not only consolidates what they have learned, but also experiences their own value and stimulates their strong desire to learn new knowledge and solve new problems.

For example, in the transformation of kinetic energy and potential energy, I introduced it like this: Students, when we ride bicycles and the road ahead is uphill, what should we do? After the students answered the expected answers in unison, I went on to ask: Do you know the reason for this? ; For example, when I was teaching stress, I pointed to the window frame of the classroom and asked, "Students, the window frame of our classroom used to be made of wood, but now it is made of aluminum alloy. Besides being beautiful, what are the benefits? " In fact, the above examples are also the organic infiltration of STS education, which can not only make students feel that physics is around, but also be useful for learning, thus stimulating students' interest and enhancing their enthusiasm for learning physics.

Practice has proved that flexible use of various teaching methods can stimulate students' interest, arouse their enthusiasm and initiative, and cultivate their thinking ability, thus promoting students to love physics and learn it well.