Research And Practice Of Physics Life Teaching In Junior Middle School

Physics is from life, so the physical learning to return to life, to serve life."Fromlife to physics, from the physical to the community" is also a new physical educationcurriculum reform advocated by the new concept. So, in a new round of curriculumreform, to further strengthen ties physical and life, through the creation of life of theteaching situation, so that students feel physically on their side, through self-exploration,allowing students to experience the thrill of success, enhanced confidence to studyphysics, develop problem-solving skills, improve learning physical interest. In theactual teaching process, due to the long-term effects of exam-oriented education, thecurrent junior high school physics teaching process and student life is seriously out ofknowledge, the pursuit of "high score" teachers only pay attention to the concept,explain the law, and take up a lot of training exercises teaching time, classroomatmosphere monotonous, rigid, lifeless, students study hard to get pleasure from thephysical experience of fun to explore and experiment, students interested in physicslearning difficult.The new concept of the physical education curriculum reform and there is a greatcontradiction in practice, which requires us to question life teaching in junior highschool physics research and practice.In this paper,“junior middle school physics teaching into daily life" in the title andsummary are discussed mainly from the following aspects. First,this paper discusses thejunior middle school physics teaching life of the research background, research purposeand significance, research status at home and abroad and the research methodsSecond,the basis of the previous part of the theory of teaching junior high schoolphysics sort of life,demonstrate the feasibility of teaching junior high school physics life.Third,the principle of teaching junior high school physical life,put forward the principleof subjectivity, life principle, the principle of development, permeability principle.Fourth, under the guidance of teaching the theory of life, the process of teaching a fulldesign life by establishing the concept of teaching, instructional objectives of thedevelopment of life, design life of the classroom, extracurricular learning activities ofdaily life, daily life evaluation to fully implement the new curriculum reform teachingphilosophy of life regression. Five, the actual teaching, teaching students to thequestionnaire, the result of exploration concept validation teaching junior high school physical life in the achieved through practice. Sixth, the combination of theory andpractice of teaching physics for eight years,“pressure” to analyze the teaching process.Reflect STS teaching ideas. Seven, the results achieved and the institute summarizes thesubject during the study of the existence of deficiencies.