How to give the first physics lesson to junior two students?

If the first class of physics in senior two is well held, it will give senior two students great surprises. Then, students' enthusiasm for learning physics will set the tone. If the first class is held well, it can stimulate students' interest in physics, arouse their enthusiasm for learning physics, give full play to students' main role, change passive learning into participation in learning, and lay a good foundation for further study in the future. How to start the first physics class for junior two students? The following are some ways to give the first physics lesson to senior two students during my ten years of teaching. First of all, carefully design the "prologue" of the first class. Suhomlinski, a famous educator in the Soviet Union, said: The first lesson in learning textbooks should be a special course. Students have a sense of freshness and expectation for their first-time teachers. On the contrary, students want to impress the new teacher. These psychological characteristics are the right time for teachers to arouse students' enthusiasm. Some teachers don't understand these psychological characteristics of students. In the first class, it is unwise to severely criticize a student with a straight face or even expose his background when he sees that his performance is not good enough, which will inevitably have a negative impact on students' psychology, which is not conducive to their healthy physical and mental development, and is not conducive to giving full play to their enthusiasm and initiative in learning. This will reduce students' expectations of teachers and enthusiasm for learning new subjects. Some teachers think that the first class is just an irrelevant "prologue", so they just casually enter the classroom without any preparation, and are cold-hearted to the students who come into contact for the first time. Such "prologue" will naturally not have much positive effect. So the first impression of the first class is very important. Teachers should be smiling and amiable, not fierce "lions" or fierce "tigresses". Teachers and students should establish equal dialogue and the relationship between * * * and development, so as to ignite students' enthusiasm for learning physics. Therefore, in the first teacher-student meeting class, I have the following methods: ① Hello, classmates! The new semester has begun, and spring has come. My teacher brought me here this spring, hoping to make physics class as warm and fresh as the spring breeze and blow new knowledge into your hearts. (Applicable to Spring) 2 Physics is a very practical subject, and it is inseparable from physics all the time in life. Therefore, learning physics well is actually equivalent to mastering some survival and life skills. For example, electrifying a rice cooker can be used to boil water for cooking. But carelessness can also cause electric shock accidents. Do you know the truth? Students, have you noticed some strange phenomena in nature and life? For example, how is lightning generated? Why do water pipes "cry" in summer? Why can't we stand a little mosquito bite? (4) If I introduce myself, tell my classmates about my experience in learning physics, especially some interesting things about physics, such as putting a cup of hot water and a cup of cold water in the refrigerator at the same time, which one freezes first. The Dead Sea didn't die because a French pilot caught a bullet in the air during the First World War. And so on. In short, the methods of "opening remarks" in the first class are varied and eclectic. Although there is no certain law, it is puzzling. As long as teachers pay attention to the unity of knowledge, interest, inspiration and flexibility, the opening remarks of the first class can stimulate students' interest in learning physics, pluck the strings of students' thinking, and let students devote themselves to learning in the best state. Second, do interesting and novel demonstration experiments. "Everything is difficult at the beginning." A good beginning is half the battle, but what about the other half? Let's talk about our own practice. When I give my first physics class to the students in Grade Two, I always combine the characteristics of textbook compilation: from various physical phenomena such as sound, light, heat, electricity and force, I show some interesting and novel experiments to the students. For example: 1. Interesting acoustic experiment connects a voice switch, light bulb, power supply and wires to form a closed loop, requiring students to keep quiet. Then the teacher shouted "light bulb" at the light bulb, and then said that the light bulb was easy to ride. When I called it, it said yes. (Student laughs) 2. Interesting optical experiments use teaching equipment in the classroom, such as TV, turn on the TV, hold the remote control, and use the remote control to change TV channels two or three times at the back of the classroom. Let the students observe and ask, do you know the truth? (Students feel suspicious) 3. Interesting thermal experiment Take a flask and put it on the flame of an alcohol lamp. When the water boils, quickly remove it from the flame, stop boiling, quickly plug the cork, turn the flask upside down, and pour cold water into the bottom of the flask for students to observe. (Students are curious) 4. Interesting electrical experiment Turn on the radio switch and listen to the radio. Then, tie the radio with a string and slowly put the radio into the plastic bucket and the iron bucket respectively. It is found that the sound of the radio in the plastic bucket is unchanged, and there is no sound in the iron bucket. Ask students why? (Students are at a loss) 5. Interesting mechanical experiments take two eggs with the same appearance, one is raw and the other is cooked, and show them to students, and say how to tell which egg is alive and which is cooked without breaking the eggshell? Then the teacher turns two eggs by hand at the same time, and asks the students to observe the length of the rotation. At this time, the students suddenly realized. (Students are eager to try) In short, in the first class of physics in senior two, our teacher should not only carefully design the "prologue", but also give students interesting and novel demonstration experiments, so as to form a harmonious and relaxed interpersonal relationship between teachers and students, win students' love, trust and admiration, and make senior two students who have just entered the physics hall feel gorgeous and feel the charm of learning physics knowledge useful, interesting and fun.