Study On The Teaching Practice Of Analogy In High School Physics

With the continuous development and change of society and science and technology,the requirements of the society for the ability of talents have changed.In the new era,the state has a new evaluation standard for science talents.In order to meet the needs of the future society for talents,the Ministry of education of the people's Republic of China has carried out many educational reforms and implemented a new high test.The new curriculum reform and the new college entrance examination are paying more and more attention to the core quality and independence of students' physical discipline Learning ability,etc.in order to cultivate science talents in the new era,high school physics teaching must pay attention to the cultivation of students' core quality of physics.However,high school physics has the characteristics of complex phenomena,abstract concepts,complex laws,strong thinking logic and strong systematization,which makes it more difficult for students to learn physics.Analogy is one of the most common physical thinking methods in high school physics teaching.The ingenious use of analogy can help students to break through the important and difficult points,form the concept,understand the law,build the knowledge framework,transfer and apply the knowledge to solve the actual physical problems,etc.,and stimulate students' divergent,analogical reasoning,generalization and other scientific thinking,which is beneficial to students The cultivation of lifelong learning concept can improve students' Physical Core literacy;for teachers,it is helpful for teachers to further understand and control the teaching materials,improve teachers' professional quality,adapt to the development of the times,and devote themselves to teaching.This paper will take literature research as the theoretical basis,consult a large number of materials,analyze the research background,put forward research questions,determine the significance and value of analogy method in high school physics teaching,define analogy method and its related concepts,sort out the theoretical knowledge related to analogy method,learn the relevant literature related to analogy method applied in high school physics teaching,and summarize the research of others Advantages and disadvantages.Combining analogy with practice teaching,this paper summarizes the common concept analogy and law analogy in senior high school,selects some knowledge,conducts practice teaching,analyzes the problem feedback of classroom reflection column,the opinions of the same group of teachers on listening and evaluating lessons,as well as students' examination results,questionnaire survey and other means,and puts forward the advantages and disadvantages of applying analogy to solve physical problems and matters needing attention We should combine theory with practice.Research conclusion: analogy is a kind of reasoning based on the unity and difference of things.The conclusion is probable and needs to be explored by experiment or demonstrated scientifically.It is effective and feasible for students to use analogy properly in senior high school physics teaching.It has a great effect on middle-level students to study physics.It should be used for students with weak foundation Use too many analogies carefully to avoid confusion of students' knowledge.For students with good foundation,it can reduce the understanding of analogies in physical concepts,and pay more attention to the construction of knowledge system and transfer application.Using analogies in high school physics teaching can make abstract knowledge visualized,complex problems simplified,unfamiliar knowledge familiar and messy knowledge points organized and rational It can help students to explore new knowledge,understand abstract concepts,master laws,build knowledge system,improve students' independent learning ability,interest in physics learning,improve students' core quality of physics,and help students form the concept of lifelong learning;when using analogy teaching,attention should be paid to students' level and whether analogy is appropriate,such as mechanical analogy,wrong analogy,etc Too much analogy can backfire.Due to the author's lack of teaching years,the object of teaching practice is his own students,the object of test analysis and questionnaire survey is limited,the conclusion has limitations,not necessarily has the significance of promotion,I hope the research process and research materials of this paper can provide some teaching reference for myself and other teachers.