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Summary of Physics Teaching in the First Year of 2013
High school physics is systematic and abstract, and students generally find it difficult to learn. As a physics teacher, teaching methods are particularly important. In the process of education and teaching, I made inquiries and attempts from various aspects, and achieved good results. This semester is about to end. The work of this semester is summarized as follows:
I. Basic information
According to the school's arrangement, I am in charge of the physics teaching of Classes 206, 207, and 208 in the freshman year. The first year of high school teaching is compulsory. The teaching focus is on the connection between junior high school physics and high school physics, the change of thinking mode, and the establishment of a physical model.
Results and disadvantages
1. Focus on classroom teaching and ask for benefits in 45 minutes
(1) Heavy triple base. Highlight basic knowledge, basic concepts, and basic laws in classroom teaching. Aiming at the key concepts and laws, I ask students to observe and analyze physical phenomena and demonstration experiments, and try to derive new concepts, theorems and conclusions so that students can clearly understand the process of the formation of physical knowledge, and cultivate students' thinking ability and imagination ability. For example, when studying the section of "Overweight and Weightlessness", in order to better allow students to experience the physical situation, I arranged students to stand on the scales and conduct experiments outside the classroom to deepen their understanding of this physical process. In accordance with the principle of gradual progress, knowledge must be gradually accumulated, expanded and extended. Don't overestimate the abilities of students, try to popularize the hard-to-understand knowledge, make it concise and easy to understand, and cultivate students' interest and confidence in physics.
(2) Emphasis on ability. The important task of physics teaching is to develop students' ability. Cultivation of abilities requires a subtle process. It can not only be instilled mechanically, nor can it be eager to achieve success. It requires a correct learning attitude, good learning habits, and rigorous learning style. Accurately understanding and mastering physical concepts and laws is the basis for cultivating abilities. In class exercises and homework, try to standardize the problem. For example, in the solution of subjective exercises, students are required to indicate the research object, they must draw a graph to analyze the force situation, they must specify the name of the theorem and law used, and they must highlight the relationship. Pay attention to the application of physical concepts and laws, gradually learn to use physical knowledge to explain physical phenomena in life, and improve the ability to independently analyze and solve practical problems. For example, when talking about kinematics, I used a variety of methods such as "image method", "formula method" and "actual exercise method" to explain an exercise. In addition, group discussions in the classroom, and the group recommends that students come to the stage to analyze some exercises that they can do are also the key to improving their ability.
2. Stimulate students' interest in learning
High school freshmen have just entered school, and students generally feel that physics is more difficult and even lose confidence in physics. In response to this phenomenon, I organized students to set up physics extracurricular interest groups, extracurricular experiments, and small production groups to promote physics ideas, motivate everyone to learn, and train everyone to learn. I combined the students of the three classes to form a member of the physics study group. The physics class representatives of the three classes and I are members of the physics group council, and we set a common goal-to improve students' physics performance. According to the results, the students in each class are grouped according to the upper, middle, and lower levels, with 6-7 students as a study group, and the group has a group leader. . Let the study groups evaluate each other and seek development in the competition.
Everyone's enthusiasm for learning has increased, and their interest in physics has become stronger and stronger, and they have become "I want to learn" as "I want to learn", and their scores have naturally made great progress.