Junior High School Physics Classroom Problem Situation Research

Junior high school physics is a compulsory course for students in compulsory education.The physics course aims to improve students 'scientific literacy.The course pays attention to basic,practical,contemporary,and subject penetration,and cares about the development of disciplines.Facing the basic knowledge in junior high school physics teaching,we should attach importance to the students 'lifelong learning physical desire,the ability to scientifically explore physical problems,the innovation consciousness,and the cultivation of scientific spirit,and the effective problem teaching situation in education is the most direct way.It is one of the most effective ways to realize the role of teacher leader and the harmony and unification of student subjects under the new course reform.However,in the practice of teaching in junior high school physics problems,it is obvious that there are still many problems.For the beginningBased on the author's research on literature,this topic is based on the field of physics teaching in junior high school,based on the theory of pedagogy,and based on the basic concept of physics curriculum as the carrier,and always runs through the clues of the three-dimensional goal of physics teaching.By using interview method,observation method and quasi-experimental research method,the comparative method has launched a large-scale research on creating continuous problem situations in the situation teaching of physics classroom problems in junior high school,and has achieved efficient classroom teaching while improving the ability of students to raise questions in the process of scientific inquiry.The author chose Lhasa No.1 Middle School and Mozhu Gongka Middle School as the representative objects of the study.Through the quasi-experimental research method,"the classroom problem situation teaching method is more helpful to improve the level of physical and academic achievement of the entire class than the traditional teaching method." Then the author uses the interview method and observation method to further develop the deep research on the situation of the continuous problems in the physics classroom in junior high school.Teachers have made a qualitative leap in the students 'scientific thinking,emotional attitude,and creative consciousness in the physics classroom continuous problem situation orientation.In the process of teaching students in the context of continuous problems: the basic knowledge of physics is consolidated and the skills are effectively improved;The most important is the first step in the basic requirements of the scientific inquiry ability of the new curriculum: the ability to pose questions to students has a subtle effect.Through the conclusion of the research,the application of charming and efficient situational teaching in junior high school physics classroom will maximize the continuous problem situation to promote students ' "ability to ask questions" in the classroom.It directly cultivates students 'ability of scientific inquiry and stimulates students' autonomous consciousness of scientific inquiry.