如何提高物理教学效率
摘要：素质教育'，'减负'等作为当前教育工作，有一个基本的要求。笔者根据的教学实践研究如何调动的热情学生和提高的课堂教学效率等问题进行了讨论。
关键词：激发兴趣，学习能力，课堂教学效率
1.学生的物理学习兴趣，提高课堂教学效率
学生在对寻求获得某种意义的事情感兴趣，这在学生的学习活动中发挥了关键作用。如果学生有一个感兴趣的学习对象，将有效地提高他们的学习效率。同时，学习兴趣，也有效地减轻学生的心理压力，极大的学习热情可以产生积极的学习动机，教师可用多种教学方法，激发学生的学习兴趣。
2.利用物理实验提高学生的学习兴趣
物理学本身是一个实验性的基础自然科学，物理定义，定理，法律，法律是建立在大量的实验和实践活动。课堂的实验教学可以多次使用，可利用实验室设备，你也可以利用自制教具，甚至可以利用现有项目，联系我们的日常生活进行实验。学生可经常使用的常见的物体（如用铅笔和三角板做的压力实验，用的纸张和橡胶做惯性实验，用纸张之间的进行流体的压力和流率的实中，用雪碧做深度与流体压力之间的关系的实验，用平板玻璃和造纸做实验，用鸡蛋和盐物体浮沉做实验等）做实验，通过这些学生更加熟悉设备，将物理和生命紧密联系在一起，学生的学习兴趣自然是浓厚。
3.利用多媒体，使用各种教学方法，提高学生的学习兴趣
教师在教学中，根据学校的办学条件，不断创建物理环境，不仅激发了学生的学习兴趣，同时也使学生从弱到强，将兴趣的发展始终贯穿的学生，使学生产生学习积极性和主动性，调动学生在这方面的积极性和主动性，合理利用多媒体可以起到显著的效果。
例如：“浮沉条件的研究对象”，首先利用学生的好奇心理，使学生猜测：一个鸡蛋在水槽的底部或浮在水面上？学生很快就讨论起来，老师可以用多媒体介绍这个物理实验，要求学生仔细观察现象：a：将生鸡蛋放入一个盛满水的烧杯中，我发现了一个鸡蛋沉在水底;b：只有一个鸡蛋，然后放入盐水，蛋浮在水面上。学生通过投影机在大屏幕上看到如此大的反差的实验结果超出自己的想象的时候，所有的人都非常惊讶和兴奋的尝试，这创造了的浓厚兴趣氛围，让学生参与讨论，然后让学生用设备（橡皮泥，塑料球，金属球，水，盐，弹簧秤等）勘探，所有的学生和教师积极参与，教师掌握学生的心理特点，及时提出与相关知识的课件，让学生讨论的对象是漂浮或下沉的原因和他们之间的内在联系来引导困惑的学生，一些实验视频的地方，并引导学生观察和探索与神秘。形成一个热闹的学习氛围，形成学习高潮，以方便学生完成的猜测 - 观察 - 思考 - 探索 - 认知的思维过程，学生会对探到的结果感到兴奋和自豪，从而是教师和学生都得到认可。这样的过程不仅培养了学生的学习兴趣，同时也学到了知识，同时也给学生成功的喜悦，从而大大提高了学习效率。
4.通过教师的教学媒介激发学生的兴趣。
教师的知识越渊博，教师对教材和教学方法来控制的能力越强。苏霍姆林斯基曾谈过一个发人深省的故事：
史老师公共课非常成功，他的每一句话都有很大的吸引力。附近学校老师问他是否准备这节课花了多长时间，他回答说：“这节课我准备了一辈子。一般情况下来说，每一节课，我是用一个生命的时间来准备。但是，关于这个问题，或直接的准备，只有大约15分钟。”这个故事说明，细节十分重要。只有努力扩展教师的知识，认真琢磨教学艺术，为了引导学生保持学习兴趣，才能提高课堂教学的有效性。
教书育人没有风格，就不能享受学习的过程。现代老师讲课，如果能够让我们自己的授课既显得幽默，俏皮，但也不乏逻辑和科学，那学生就愿意倾听并且他们的高度关注，因此，他们将获得更宽松的环境知识，有助于技能的增加。因此，对于活泼好动，好奇和敏感的中学生，学习兴趣激发出来是很容易被激发的。
我总是把一些成语，典故，以吸引学生，例如讲解平面镜时，引导学生在本节中回忆自己的童年和研究“猴子捞月亮”，成语“假警报”等。研究光的传播可以直接对话“凿壁偷光”的故事。
此外，例如，它常常给他们日常的一些遭遇往往是错误的，但很容易理解的现象，显示这些例子，使他们的声音虽然容易理解，但也很有趣。
例如，在研究热现象，学生常说的增加或减少的温度上升或下降，将吸热或放热所述，以减少加热或热，但几乎是是同样的意思，但同样的不符合的物理意义。我举这个例子：我写的：张三，李四是一个胖子一个瘦子，粗脂肪与少，薄，细，我们简单地说，张三粗人会说，瘦的人得到李四，你同意？在学生哄堂大笑，效果自然可想而知了。
其次，培养学生能力的学生在课堂上积极发挥主体作用来提高的课堂效率，
虽然它长期以来一直认为，素质教育，可持续发展教育，学生主体角色的重要性，新的教育思想，但传统的教育，教学和考试制度的选择决定的人必须让所有学生相同的时间来完成同样的学习内容。
相反，应试教育仍然是当前教育的主流。我们可以做的是尽可能实施素质教育的应试教育，可持续发展教育，使学生的主体尽可能地发挥作用，调动学生的积极性和提高教学效率，降低降低应试教育的负面影响。
为了培养学生的思维能力，充分发挥学生的主体作用，笔者不断地在教学中引导学生从物理多维方向研究自然现象，通过问题鼓励学生独立探索和实践，加强学校间的合作，通过学习讨论，探索，分析，推理等一系列动手解决身体，心理活动上的问题，达到学习物理知识的目的。
例如：学习连接设备的原则，可能会要求学生先观察和思考为什么它总是口茶锅与盖保持相同的高吗？思考确定的目标，让学生观察和了解，茶壶壶身口两个容器的物理构成。老师把茶壶壶嘴拆下来让学生猜第一次安装后试水的问题，然后再启发学生在锅里前嘴套接上准备好的空心圆筒形壳体的折纸，连接水质检测设备，学生观察到壶身的长度很短，高度高，很难随意倒入水，水将不再从壶嘴溢出，从而启迪学生。
在教学中，我经常将实际的课程内容和学生联系，学生灵感，灵感来自于利息的疑虑和问题为主要视觉呈现引灵感启发和改变的启发，以解决困难的问题，如方法的选择，尽可能讨论调查的问题，设计新的和有趣的地方。
如：在看“相对运动”，笔者往往借诗：满眼风暴闪烁，看山，看上去就像走路欢迎，仔细看山不动，是乘船游览。结合地图使用情景诱导思维。这不仅直观，形象生动，而且在思维和推理的过程中可以督促学生爱我河山，向往美丽的感情的艺术，极大地增强和激发学生学习物理的兴趣。
在理论与实际的社会实践活动中，笔者试图做同样的。
例如：学习“简单机械”一章中，笔者让学生复习以往的研究摩擦和压力的知识，了解杠杆和滑轮，我们发现一些学生缺乏对现实生活的观察，做不明白自行车的构造，所以我通过自行车的构建进行实践，有些学生在家里和拆除自行车，了解它的结构;有的大家在一起观测自行车维修修复过程。
参考文献：
[1]教育部.初中物理课程标准标准[S].北京：人民教育出版社，2003.
[2]朱永新.新的教育梦想[M].北京：人民教育出版社，2004.
[3]李蕾.使物理课堂充满生命能量[J].高中物理，2005，（6）。
How to improve the efficiency of physics teaching
Abstract: 'Quality Education', 'burdens' is the current education work, etc., have a basic requirement. Based on the author's teaching practice on how to mobilize the enthusiasm of students and improve the efficiency of classroom teaching and other issues were discussed.
Key words: excited interest; learning ability; classroom teaching efficiency
1. by students of physical interest in learning, improve classroom teaching efficiency
Students interested in seeking access to some kind of sense of things, the tendency of its students to play a key role in learning activities. If the student had a learning object interest, their learning efficiency will be effectively raise. The same time, interest in learning, but also effectively reduce the psychological pressure on students to learn to enjoy as a pleasant, resulting in active learning motivation has shown great passion for learning. Can be used in teaching a variety of methods to stimulate students interest in learning.
2.The use of physical experiment to improve student interest in learning
Physics itself is an experimental basis in natural science, physical definition, theorems, laws, laws are built on a large number of experiments and practical activities. Experimental teaching in the class can also be in class the next; can be used with laboratory equipment, you can also bring their own Zizhijiaoju can even use the existing items in our everyday life experiment. Students frequently used items close to experiment (such as a pencil and set square to do with the pressure experiments, using paper and rubber to do inertia experiment to do with the paper the relationship between fluid pressure and flow rate experiments, we use Sprite to do with the depth of the relationship between fluid pressure experiments, using flat glass and paper atmospheric pressure there is to do experiments, eggs and salt with objects floating and sinking experiments to do, etc.), students are more familiar with the equipment , the physical and life are closely tied to students natural interest in learning is well excited.
3.The use of multimedia to improve student interest in a variety of teaching methods
Teachers in teaching, according to the needs of school conditions and continuously create physical environment can not only stimulate students interest in learning, but also enable students from weak to strong interest in the development of teaching has always been throughout the students, there has been interest in the learning enthusiasm and initiative, in mobilizing the enthusiasm and initiative of students in this aspect, the rational use of multimedia can receive significant effect. For example: the research 'objects floating and sinking conditions', the first use of the psychological curiosity of students to enable students to guess: an egg is the sink to the bottom or float on water? Students to discuss the atmosphere will warm up quickly, just as the students argue, teachers stand in the multimedia presentation of the physical experiment, ask students to carefully observe the phenomenon has occurred:
a: raw eggs will be put into a beaker filled with water, I found an egg submerged in the bottom;b: only an egg and then into brine, the egg is floating on the surface.
Students through the projector on the big screen to see such a large contrast between the experimental results beyond their own imagination, when, all of them are extremely surprised and excited to try it, which created a thick atmosphere for students to participate in the inquiry, and then allow students to use equipment (rubber cement, plastic balls, metal balls, water, salt, spring balance, etc.) hands-on exploration, the participation of all students and teachers the right to seize the opportunity to master the psychology of students recovering source rooting timely courseware presented with the relevant knowledge, to enable students to discuss the object is floating or sinking reason and reflect on their intrinsic connection between a student confused, the place for some experimental videos, and guide students to observe and explore and mystery. Students interested in learning a lively atmosphere, forming the climax to learn to facilitate students in learning from the inquiry to complete guess - Observer - Reflections - exploration - the cognitive thought process to a conclusion, students explore the results can be for their own teachers and Students recognized and feel excited and proud. This will not only train the students interest, but also to learn the knowledge, but also give students the joy of success, which greatly improves learning efficiency.
4. Through the medium of instruction of teachers to stimulate student interest in infectious
The wider the knowledge of teachers,teaching materials and methods to control the capacity of the stronger. Suhomlinski had talked about a thought-provoking story:
A history teacher lesson highly successful public courses, and his every word has a great appeal. When the lectures of the neighborhood school teacher asked him if he prepared this lesson how long it took, he replied: 'This lesson I prepared for a lifetime. And in general, for each class, I have been a life-time to prepare for. However, the direct preparation on this subject, or site preparation, only about 15 minutes.'
This story illustrates that only the plot to thin thick hair truth. Only by striving to broaden the knowledge of teachers, seriously pondering teaching art in order to guide students to keep the interest in learning and improve classroom teaching effectiveness.
Teach people not been in style, just will not enjoy learning. Modern teacher lectures if we make their own medium of instruction both seem humorous, witty, but also no lack of logic and scientific, so that students are willing to listen and to lead their high level of attention so that they will receive a more relaxed environment of knowledge, an increase of Skills . Thus, for lively, curious and sensitive middle school students, interest in learning is very easy tobe excited out.
I always bring some idioms, such as allusions to attract students, talk about the first plane mirror to guide students in this section the author recalls his childhood and studied the 'monkeys fishing for the moon', and idioms 'False Alarm' and so on. Studies of light propagation straight talk 'cutting the wall to steal light' story.
Also, for example, it often give some of their daily encounter often wrong but easy to understand the phenomenon, and to visualize these examples so that they sound as though easy to understand, but also interesting.
For example, in studying thermal phenomena, students often say that increase or decrease the temperature increase or decrease will be endothermic or exothermic said to reduce heating or hot, although the meaning is almost, but the same does not meet the physical meaning. I cited this example: I wrote: Zhang San is a fat man, John Doe is a scrag, crude fat with less, thin and fine, for we simply say that the Zhang San yokel would say that thin people get John Doe, You agree? After the students roared with laughter, the effect of natural imagine.
Second, by developing the students ability to actively play the main role of the students in the classroom to improve the efficiency of
While it has long been understood that quality education, education for sustainable development, the role of students in the main body of the importance of new educational ideas, but the traditional educational, teaching and examination system of selection decisions people must be allowed to all students at the same time to complete the same learning content.
Rather, the exam-oriented education is still the mainstream of current education. What we can do is the premise of how the examination- oriented education as far as implementation of quality education, sustainable development of education,the main body of the students as much as possible to play a role in mobilizing the enthusiasm of students and improve teaching efficiency and reduce examination-oriented education negative effects.
In order to cultivate student's thinking ability, give full play the main role of the students, the author constantly guide the students in the teaching of the need to study the physical multi-dimensional observation of natural phenomena, ask questions, encourage students to independently explore and learn in practice and secondary schools, secondary schools in cooperation, through the 'the discussion to explore' analysis, reasoning and a series of hands-on practice of mental and physical, mental activities, to solve problems, learn the purpose of physical knowledge.
For example: to learn principles of connected devices, may require students to first observe and think why it always mouth the tea pot with lid to maintain the same high? Thinking identified targets, with questions for students to observe the physical and understand that teapot by Royal Coffee Pot and mouth two containers constitute the teacher to produce a teapot spout removed to enable students to guess the first post- installation water test, and then to enable students in the pot before the mouth socket class prepared hollow cylindrical casing of paper folding, making changes in the length of the mouth of water testing equipment to enable students to observe the Royal Coffee Pot is short, and will be difficult to arbitrarily pour water, height ofthe , the water will not fill out the phenomenon from the spout so as to enlighten the students.
In teaching, I often combine the actual course content and students, by students as the main visual presentation inspired by, 'doubts and questions inspired by interest cited inspired to inspire and change inspired to tackle difficult problems such as the choice of methods, as much as possible to discuss the inquiry the problem, designing new and interesting places.
Such as: In looking at 'relative movement', the writer often borrowed poem: eyeful storm more flashes, see the mountains, looking like walking welcome, a close look at Mountain does not move, is a boat trip. Combined with a map Using scenarios induced thinking. This will not only intuitive, vivid image, but also in determining the course of thinking and reasoning can urge students to the ground, love me, rivers and mountains, longing for the art of beautiful feelings, greatly enhance and stimulate student interest in learning physics.
In the theory with the actual social practice activities, the author tried to do the same.
For example: learning 'simple machines' one chapter, the author in allowing students to review the previous studies related to friction and pressure of the knowledge, understanding of the levers and pulleys, we found some students the lack of real-life observation, do not understand the bike construction, so I layout of the corresponding social practices. Some of the students at home and dismantled bicycles, understand its structure; others came together to share observations bicycle repair repair process.
References:
[1] Ministry of Education. Junior high school physics curriculum standards [S]. Beijing: People's Education Press, 2003.
[2] Zhu Yongxin. The new education dreams [M]. Beijing: People Education Press, 2004.
[3] Li Lei. So that the physical classroom full of life energy [J]. High school physics, 2005 (6).
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