What are the teaching methods and learning methods of junior high school physics?

Teaching process is a bilateral activity process between teachers and students, so teachers should pay attention to teaching methods and students' guidance in learning methods. Only by mobilizing students' initiative can teachers achieve better practical results, that is, to make students learn physics well, they must master certain learning methods, which requires the new teaching mode to change in the 2 1 century. While fully implementing the second-phase curriculum reform, the concept of "paying attention to students' personality development" is truly embodied, which makes the bilateral teaching activities lively, the teaching content rich and colorful, and the teaching methods more scientific and humanized, so that our students are willing to learn, diligent in learning, happy in learning and seek happiness in learning. In recent years, especially since the implementation of the second curriculum reform, I have made a preliminary study on the teaching methods and guiding methods of physics teaching in junior high schools, and obtained some experiences and achievements.

First, the basic concept of "six questions" in various forms is adopted.

Physics in junior high school is mainly conceptual teaching. How to do concept teaching well is directly related to students' learning interest and learning effect. There are not many boring concept teaching methods, among which the basic concept "six questions" method is worth a try. The so-called "six questions" method of basic concepts is to have a thorough understanding of the arrangement intention, methods and ideas of basic concepts, that is, to find out the following six questions in teaching: (1) Why should this concept be introduced into physics? (2) How was this concept introduced? (3) What is its definition? (4) What is the unit? (5) What is the physical meaning? (6) What is the relationship between this physical quantity and other physical quantities? These six questions have been clarified. Generally speaking, students' understanding of this concept has reached a relatively clear level. Let's take the section "Uniform Linear Motion and Speed" as an example to talk about my practice:

1, when we talk about the motion of an object, we should compare which one moves faster and which one moves slower. How do we express it? How to compare?

2. Can you determine the speed of an object moving in a straight line at a uniform speed? If you only look at the length of time required for an object to move, can you judge its speed? Therefore, we must consider two factors, that is, distance and time, to compare the distance traveled in equal time, or to compare the length of time traveled in equal time, thus introducing the concept.

3. In uniform linear motion, the distance traveled by an object in unit time is called the speed of uniform linear motion, which is expressed by the formula V = s/t, so it can be seen that the speed is numerically equal to the distance traveled by a moving object in unit time.

The unit of speed is determined by the unit of distance and time. In the international system of units, the unit of distance is meters and the unit of time is seconds, so the unit of speed is "meters per second", which is pronounced as "meters per second".

5. Speed is a physical quantity, indicating the speed of an object moving in a straight line at a uniform speed. If the speed of the object is "10 m/s", it means that the object moving in a straight line at a uniform speed has moved 1m in the unit time of1s.

6. What physical quantities can be used to measure the newly introduced physical quantity "speed"? What determines its size? This ratio is only used to measure the speed of moving objects, not to determine the speed.

Facts have proved that through the implementation of this teaching method, students in the class have a thorough understanding of the concept of speed, are handy in solving problems, have many methods and have a high correct rate. Moreover, students like this teaching method very much, with clear levels and clear themes, and their enthusiasm for learning has also been mobilized, and their academic performance has of course been guaranteed.

However, in the process of implementing this teaching method, the guidance and inspiration of teachers are essential. In the teaching process, through certain teaching methods, students can lay a thinking track and a reasonable thinking slope that conforms to the laws of knowledge. In order to guide the thinking, every demonstration, every question and every experiment will become the medium for students to explore the source and actively seek knowledge, and the acquisition of new knowledge will become the inevitable result of students' thinking. As a teacher, we must not tell all the ready-made answers or ideas and force them to be instilled. Instead, we should inspire and induce students to think positively and "get what they want". Therefore, when implementing the "six questions" method, we must be familiar with the characteristics of students' thinking, follow the laws of thinking, skillfully set suspense and stimulate students' thinking motivation; Guide students' thinking direction; Guide the situation and evaluate students' thinking process in time. At the same time, our teaching process should be oriented to most students, and the progress, depth and breadth of teaching should be accepted by most students through efforts.

Second, guide students to master learning methods

1. Review: Most students find it most difficult to review physics knowledge, and they are often at a loss because of many concepts, formulas and units. In view of this situation, teachers should give specific guidance: first, junior high school physics is roughly divided into six parts: optics, mechanics, acoustics, heat, electricity and atomic physics, and is divided into six review topics: fill in the blank, multiple-choice questions, drawing, experiment, calculation and short answer; Then, the chapter titles, main contents, formulas and laws of each knowledge block are strung into a main line and listed in a table; Develop the key knowledge of each part in detail, with examples and demonstrations, and then give special lectures according to the actual situation mastered by students, using the combination of individual counseling and collective discussion to help students master the knowledge more firmly; Finally, the connection, calculation and comprehensive application of each part of knowledge are enriched in place, and a framework diagram of physical knowledge is formed by combining six types of questions. In order to make students understand and digest in an orderly and focused way, teachers should combine the requirements of teaching materials and syllabus, concretize knowledge, make lectures lively and interesting, pay attention to experimental demonstrations, create good scenes, and insert some artistic, interesting and humorous languages, so that the knowledge framework can be like a "physical movie", and students can easily reproduce every "plot" in it, thus firmly mastering knowledge. In addition, in the process of feeling the classroom "plot", students are encouraged to actively integrate into the "plot" and participate in activities, so that knowledge can be more firmly mastered by students. I named this method "movie" copy method.

In the review stage, it is very important to consolidate the training. Teachers must not engage in sea tactics, but should carefully select exercises and do them thoroughly, requiring students to have a deep understanding of knowledge before doing them, and must not copy examples. We should do some memory review, pay attention to the training of basic skills, and at the same time check and find problems in time, and take corresponding measures to solve problems, so that students can sort out their knowledge smoothly and use it flexibly, so as to draw inferences from others.

2. Problem-solving: Problem-solving teaching should teach students: (1) multiple solutions to one problem. In physics, some exercises have multiple solutions. Teachers should inspire students to think in many directions, truly understand the intention of known conditions, be good at digging hidden conditions, eliminate redundant conditions and solve problems flexibly. (2) One question is changeable. Teachers should make the topic vivid when doing examples or demonstrating problem solving. They can turn the known conditions in the problem into seeking, and turn seeking into known conditions. Or change the physical condition; It can also be a change in the type of questions, so that the old questions become "new questions", which can give students a sense of freshness, stimulate their interest in learning and activate their thinking of solving problems.

Third, the research methods of physical problems

Teaching physics research methods to students is what teachers must pay attention to when considering teaching methods and learning methods.

1, from individual to general. This method is widely used in junior high school physics.

2. Grasp the main aspects of contradiction. Some are the core of the problem, and some can be ignored. For example, when the thermometer is based on the knowledge of liquid expansion and contraction, we should grasp the expansion and contraction of liquid, regardless of the expansion and contraction of glass bulb itself.

3. Dialectical materialism view of "one divides into two". Every phenomenon in junior high school physics has its duality, which is both opposite and unified, beneficial and unfavorable to people. For example, friction will consume a lot of energy, but if there is no friction, the world is not the world now.

4. analogy. In this way, students can easily master the incomprehensible physical phenomena or laws. For example, when learning the concept of voltage, the water pressure familiar with students successfully introduced voltage; For example, when studying the interaction between charges and magnetic poles, we can also use analogy to intuitively sum up knowledge to help students master it more easily.

5. Methods of solving physical problems with mathematical knowledge. Such as equations, lists, drawing, control variable method, etc. These methods can accurately, concisely, clearly and intuitively express the changing laws of physics, and also help students to remember.

I have designed several examples: Example 1: A light and uniform straight rod is1.2m long, with a weight of 20 Newton hanging at the left end and a weight of 40 Newton hanging at the right end. How many meters should the fulcrum be from the left end to balance the horizontal position of the lever? Example 2: In the section on the law of convex lens imaging, it will be clear and helpful for students to remember by drawing images with table grids. Example 3: The controlled variable method is widely used in physics. For example, when studying ohm's law, the relationship between current and voltage, and the relationship between current and resistance are studied by the control variable method. That is, when the resistance of the conductor is constant, the current passing through the conductor is proportional to the voltage at both ends of the conductor; When the voltage across the conductor is constant, the current passing through the conductor is inversely proportional to its resistance, and finally ohm's law I=U/R is obtained. (The process of solving problems is abbreviated)

The above introduces some methods of physics teaching and learning in junior high school, so how to teach these methods to students and organically combine teachers' teaching methods with students' learning methods? My experience is this:

1, strengthening. The teaching methods introduced above should be strengthened repeatedly. Let every student know the importance of learning these methods until our students take the initiative to ask the teacher for scientific learning methods.

2. Assimilation. In the actual teaching process, teachers should review all kinds of methods used repeatedly, let students remember when they used this method in time, and let students firmly grasp this method and use it in their own learning, which not only plays a review role, but also achieves the assimilation of concepts, so that new knowledge can be quickly understood and digested.

3. deepen. The repeated use of the introduced learning method in the teaching process deepens and expands the students' thinking mode, thus making learning more actively participate in bilateral teaching activities, organically combining the teacher's dominance with the students' subjectivity, and making students have a strong interest in learning physics and feel that learning has rules to follow. Since then, they are no longer afraid of physics, but love physics, full of passion for learning physics, and realize the true meaning of physics. Only in this way can our educational goal be achieved, which not only teaches students the knowledge they need to master, but also teaches students the learning method of self-seeking and self-learning, which truly embodies the student-oriented development thought.

4. influence. In the teaching process, we should advocate emotional communication between teachers and students, carry forward teaching democracy and conduct lively teaching. Teachers should allow and encourage students to ask questions, express different opinions, be good at guiding and helping students to solve difficult problems, attach importance to teachers' learning from students, and let the "threesome, there must be a teacher" carry forward in the new era. Only in this way can students feel comfortable, study teachers' problems seriously and use their brains actively. The whole teaching process will be carried out in a tense, pleasant, vivid, lively and close atmosphere. Students will seek knowledge with a voluntary, happy and positive attitude, and the feelings between teachers and students will be harmonious, and the sound of * * * will be heard in the teaching process, and our teaching will achieve the best results.

Looking back on my teaching experience in recent years, I deeply realize that the scientific method is the best way to succeed, especially during the second phase of curriculum reform, I insisted on using the above learning methods to study, discuss and live with my beloved students, and achieved fruitful results in recent years.

1, students' learning enthusiasm has improved. Students think that physics teachers are novel and unique in class, with clear teaching ideas, lively and interesting, good at guiding students to think, and in line with students' cognitive laws.

2, academic performance has been significantly improved. Over the years, the effective use of each class, and pay attention to the guidance of students' learning methods, so that every student knows how to learn physics well. There are fewer and fewer classes that fail, and the average score and excellent rate are getting higher and higher. The average score in previous senior high school entrance examinations is among the best in the whole region.

3. The teaching level has been significantly improved. After years of tempering, my teaching level has been greatly improved, and I have also become a leader of a discipline from an ordinary teacher and a member of the central group of physics disciplines.