Improve the efficiency of the three physics teaching strategy-毕业论文翻译.docVIP

Improve the efficiency of the three physics teaching strategy New curriculum reform requires us to improve the efficiency of classroom teaching, so that high-quality, low-burden. Therefore, in the teaching process, teachers should reflect the “development of students” teaching philosophy, the education-oriented, learning as the main body, the full mobilize the enthusiasm of students and initiative, strengthening the study method, and strive to improve teaching efficiency and achieve the optimum effectiveness of teaching. Strategy One: the creation of the physical environment, to stimulate interest in learning Interest is the key to activate the learning motivation. Teachers in the teaching learning situation should be based on the need to constantly create the physical environment, to stimulate students interest in learning. 1, the use of physical knowledge and daily life and production linkages, stimulate student interest in learning. Such as lectures lt;lt;light refractiongt; “section, may be the creation of the following situations: reading glasses to read through the words on what would happen? See distant objects what will happen? look through the round gold fish tank fish tank, found that the fish would happen? see through a glass full of water into the chopsticks, chopsticks found at the bend in the boundary, which in turn is Why? With these questions, students would have a interest in, and lectures of interest higher, so as to improve the efficiency of the role of the classroom. 2, using a physical experiment to improve student interest in learning. For example, in the eighth grade on the semester, “Introduction” section, teachers can use existing items in the daily life of the experiment, and guide students to observe phenomena, such as paper, boil water, bottle swallowing eggs , coins floating in the water, cover pot tests and so on. some knowledge of physics can explain the phenomenon to explain as much as possible for students t