1.引导学生做好实验,激发学生的学习兴趣
1 guide the students to do experiments, stimulate students interest in learning
爱因斯坦说过:兴趣是最好的教师。学生只有对物理感兴趣,才想学、爱学,才能学好,从而用好物理。由于中学生的年龄特征,决定了他们好动、好问,喜欢实际操作,喜爱看不平常的现象,急于想知道是什么,为什么。在教学中要抓住这个有利时机,多给学生动手机会,让学生在实际操作中感受到学习的乐趣。
Einstein said: "interest is the best teacher. The students interested only in physics, just want to learn to love, to learn, to learn, to make good use of physics. Because of the age characteristics of students, determine their active, ask good questions, like the actual operation, love to see the unusual phenomenon, eager to know what, why. In teaching should seize this favorable opportunity, give the students a mobile phone, let students experience the fun of learning in practice.
例如,在“探究物质的导电性”教学中,先引导学生,猜想教师事先准备的:玻璃、塑料尺、铅笔芯、盐水等,哪些能让电流通过使小灯泡发光?每当验证的结果与他们的猜想相违背时,他们就急于想知道为什么,学生探究的热情一浪接一浪,这不仅满足了学生的求知欲,还最大限度的激发了学生的学习兴趣。
For example, in the "conductive" explore the physical teaching, to guide students, guess the teacher prepared: glass, plastic ruler, pencil lead, brine, which can make the current through the small bulb? Contrary whenever the verification results and their conjecture, they are eager to know why the students to explore the enthusiasm of wave after wave, which not only satisfy the curiosity of students, but also to maximize stimulate students interest in learning.
2.展示物理的趣味性,发展学生思维
2 display physical interest, to develop students' thinking
中学生学习物理的兴趣,大致处于直接兴趣阶段,他们对自然现象的解释和日常生活中实际问题的处理都具有浓厚兴趣。在教学中,鼓励学生敢于联想,敢于发表自己的见解,教师可有意制造“矛盾”,把学生置身于徘徊中,引导学生从不同角度思考问题,发挥其创造性。
The students' interest in learning physics, generally in a direct interest in the stage, with the actual problem in their explanations of natural phenomena and in daily life have strong interest in. In the teaching, encouraging students to dare to think, dare to express their opinions, the teacher may deliberately "contradiction", the students in the wandering, guiding students to think from different angles, creativity.
例如,在学习“串、并联电路知识”后,利用串联电路只有一条通路的特点,以及电键与用电器一般串联的知识,向学生提出这样一个问题:一个电路中有一个电源,一个电键K,两个灯泡L1和L2,且这两个灯泡串联,当电键K断开时,L1、L2均发亮,但K闭合后,L1不发光,L2发光,这种情况是否存在?若存在画出可能的电路图。由于已有知识的干扰,将学生置于“矛盾”之中,学生只有敢于想象,冲出电键只能与用电器串联的定势,才能解决这个问题,既加深了知识的理解,又锻炼他们思维的深刻性和广阔性。
For example, in the study of series and parallel circuits of knowledge ", characterized by the use of a series circuit is only one pathway, and the key and the electrical appliance series of general knowledge, put forward such a question to the students: there is a power of a circuit, a switch K, two bulb L1 and L2, and the two light bulbs in series, when the switch K is turned off, L1 and L2 are illuminated, but K are closed, L1 does not light, L2 light, whether this is the case? If there is possible to draw circuit. Due to the interference of existing knowledge, the students on the "contradiction", students only dare to imagine, set out key only with electrical appliance series, in order to solve this problem, not only deepened the understanding of knowledge, profound and broad and exercise their thinking.
3.引导学生做好综合应用题
The 3 guide students to do well in comprehensive application problems
电学知识头绪多,综合性强,做综合应用题时,学生往往感到无从下手,稍有疏忽就会酿成错误。在教学中,教师的主导作用,主要表现在指点、引路两方面。
Electrical knowledge idea, comprehensive, integrated application problems, students often feel unable to start, any negligence will lead to error. In the teaching, the teacher's leading role, mainly in two aspects, pointing the way.
3.1 directions. Students in the problem-solving process due to the physical understanding of knowledge do not appear, often appear the phenomenon of mechanically, at this time, the teacher should find the problems and give advice.
例如,在学过“电功率知识”后,笔者让学生讨论“220V,40W”和“220V,100W”两盏灯串联在电路中,哪个更亮?大多数学生会认为:100W的灯泡比40W的灯泡更亮,这说明学生被灯泡的额定功率所迷惑,而忽视了灯泡的明暗程度与灯泡的实际功率有关,找到症结后,教师让学生思考“220V,40W”和“220V,100W”的两个灯泡,哪个电阻大?将他们串联起来,通过他们的电流大小怎样?最后引导学生利用公式“P=12R”来判断哪个灯泡会更亮。
For example, in the study "power of knowledge", the author let students discuss "220V, 40W" and "220V, 100W" two lamps in series in the circuit, which is more bright? Most students will think: 100W lamp bulb brighter than 40W, this shows that the students are confused by the rated power lighting. While ignoring the actual power and lighting bulb brightness degree related to find the crux of the problem, the teacher told the students to think about the "220V 40W" and "220V, two light bulbs 100W", which has large resistance? Will they together, through their current size? Finally, guide the students to use the formula "P=12R" determine which lighting will be more bright.
3.2引路。对于难度较大的题目,教师应采用降低梯度,分设疑点的方法,将学生引向正确轨道。
The 3.2 guide. For difficult problems, teachers should adopt the reduced gradient method is divided into doubt, leading students to the right track.
例如,学生在做“电阻R1和R2串联接入电路后,两端所加电压为24V,如果R1=800,通过R1的电流为0.2A,求电阻R2”,由于刚学过欧姆定律知识,很多学生无法解题,笔者采用“分解肢体,化难为易”的方法,先引导学生分析题意,将每个电阻元件对应的电流、电压、电阻等物理量罗列出来,并将它们对应的关系式或数值标出来,未知量用“x”标明,最后对照罗列出来的数据,应用学过的电学知识作答,由于分层降低梯度,学生在教师搭桥引路下,顺利实现了认识的飞跃。
For example, students in the "resistance R1 and R2 series access circuit, and both ends of voltage is 24V, if R1=800, the current through the R1 for 0.2A, R2 for resistance", because just learned Ohm's law knowledge, many students can't solve problems, the author uses "decomposition method of limb, easier", first to guide students to analyze, corresponding to each resistance element current, voltage, resistance and other physical quantities listed, and their corresponding relations or numerical unmarked and unknown quantity mark with "X", and finally the control list data, application of electrical knowledge learned, due to the hierarchical reduction gradient, students in the the teacher show the way, the smooth realization of leap.
4.给学生创造成功的机会。增强学生的学习信心
4 to provide students with the chance of success. Enhance the students' confidence in learning
每个人都有一种自我实现、获取成功的愿望,成功时会情绪高昂,兴趣倍增;多次努力仍然失败时,就会产生畏难情绪,影响积极性,因此,为学生创造成功的机会,是提高学生学习积极性、增强学生自信心的一种有效方法。
Each person has a kind of self realization, the desire to succeed, success will be in high spirits, the interest multiplication; repeated efforts still fails, will have the fear of emotions, positive effects, therefore, create the chance of success for students, is an effective method to improve students' learning initiative, enhance their self-confidence.
在教学中,结合学生实际,设置教学内容的层次与梯度,让每个学生都能取得学习上的成功,获得心理上的满足。例如,在设置课堂提问的内容与对象时,可根据不同的学生提出不同的问题,难的问题不提问学困生,以免他们答不出来而处于尴尬的境地,继而产生自卑感。在布置作业时,要根据不同学生布置不同层次的题目,使不同层次的学生都能获得成功的喜悦。在每单元学习结束后,要认真进行单元复习,精心设计测试题,对较难的题目在复习时要进行一些暗示,使他们在复习时有针对性,在测试时获得一定的成功,从而增强他们的自信心。
In the process of teaching, combined with the reality of students, level and gradient of the teaching contents, so that every student can achieve success in learning, get psychological satisfaction. For example, in the content and the object set of classroom questioning, can ask different questions according to different students, the difficult problem of don't ask questions of students with learning difficulties, lest they answer not to come out and be in an awkward position, and then have a sense of inferiority. In the homework, according to different students of different levels of layout problem, so that different levels of students can get the joy of success. At the end of each unit after learning, to carry out a review of units, the careful design of test questions, to the more difficult questions in the review to some hint, make them in the review is targeted, with some success in the test, so as to enhance their self-confidence.
5 pay attention to the combination of learning and using
不少学生对物理这门课感兴趣,觉得好玩,但是当他们利用所学知识去解释、解决日常生活中的现象和问题时,他们常常会感到不知所措,这是理论和实际脱节的缘故,因此教师应重视培养学生学用结合的能力。
Many of the students in this class are interested in physics, and fun, but when they use the knowledge to explain, to solve the problems and phenomena in daily life, they often feel be at a loss what to do, this is the disconnection between theory and practice of the reason, so the teacher should pay attention to the cultivation of students' learning combined with the ability of.
电学知识与生活息息相关,学了电学知识后,教师可安排指导学生在家观察电路,利用测电笔辨别火线和零线,学习灯头线接法,会读电表指示数,会根据家用电器铭牌上的数值,算出家中每天或每月的耗电量等,同时还鼓励学生,课余时间到工厂和建筑工地去观察哪些地方用到了物理知识。
Electrical knowledge and life, learn electrical knowledge, teachers can guide the students to observe the circuit arrangements at home, using the test pencil to distinguish the firing line and the zero line, learning cap line connection, will read the meter indicates the number of household appliances, according to the numerical calculated on the nameplate, home daily or monthly power consumption, at the same time also encourage students, after-school time to factories and construction sites to observe which place the use of the knowledge of physics.
总之,在初中物理教学中,把教师的教和学生的学、传授知识与激发兴趣结合起来,最大限度调动学生主观能动性,使他们乐学、会学;同时,作为主导的教师,在教学中还要把自己的教法和指导学生的学法统一起来,实现优化教学,才能收到事半功倍的效果。
In short, in Physics Teaching in junior middle school, the teachers teach and students learn, imparting knowledge and stimulate interest together, arouse the students' subjective initiative to maximize, make them happy to learn, will learn; at the same time, as the leading teachers in teaching, but also to their teaching and guiding students' learning methods unity together, realize the optimization of teaching, can receive the twice the result with half the effort.