about the beginning of the convergence of thinking about teaching high school physics（的开始思考高中物理教学的融合）.docVIP

About the beginning of the convergence of thinking about teaching high school physics The new physics curriculum standards in addition to emphasizing knowledge and learning, but more important is that students are to acquire knowledge of methods to enhance the ability of interest to explore the unknown world, while in the process of acquiring knowledge to cultivate positive emotions and the correct values. Junior high school physics and physical than the teaching requirements, the new high school physics curriculum materials, ability to pay more attention to the development of students, emphasis on students in activities, experiments, production, discussion, research and other aspects of evaluation, therefore, close to the New Curriculum , do a good job teaching high school and junior high school teaching convergence, high school physics students learn positive meaning. So, in the new curriculum ideas, how high school physics teaching? First, the physical causes of learning disabilities preliminary analysis 1 from qualitative to quantitative High school physics focuses on the qualitative analysis of many problems, even if the quantitative calculation is relatively simple, but high school physics, for most of the problems is not only qualitative analysis, but also for very complex quantitative calculation. Students of this from qualitative to quantitative leap is not very fit. (2) from the image of thinking to abstract thinking High school physics is basically built on the image on the basis of thinking, it vivid and intuitive natural phenomena based on experiments, so that students gain knowledge through thinking in images, the majority of high school physics problem visible and tangible, while high school physics teaching begins with the image of the thinking areas of the transition to abstract thinking, such as high school physics textbooks in the direction of static friction, the instantaneous speed of the object by the force of analysis,