How to identify research topics in the teaching of physics in secondary schools

Develop your logical reasoning skills so that you can fully grasp this type of problem and draw inferences from one another.

The so-called "process and method".

1.Explain the laws of physics and the process by which the laws are derived;

2.Tell us a little about the history of science;

3.Introducing the biographies of some important scientists.

These stimulate students' interest in learning, and at the same time, allow students to truly understand the practical meaning of physical formulas and the conditions under which they are applied.

"Process and method" is the foundation of scientific research, and it is a necessary measure to change the past emphasis on knowledge transfer and light on ability.

1. Adapt to the requirements of quality education.

The implementation of quality education is aimed at improving the quality of the whole people, and the focus is on cultivating students' innovative spirit and practical ability. The research on optimizing the teaching methods of physics experiments plays an irreplaceable role in cultivating students' observation ability and practical ability, seeking truth from facts and scientific attitude, and arousing students' interest in knowledge. And to achieve the "focus on cultivating students with strong observation ability, thinking ability and operation ability" three ability requirements.

The cultivation of these three abilities is the concrete embodiment of quality education for students.

2. The textbook reform has put forward new requirements for the teaching of physics experiments in junior high school.

Compared with the old textbooks, a great reform has been made in experimental teaching. The experiments in the textbooks pay more attention to the content that is related to the reality of social life. Pay attention to science, pay attention to the penetration of knowledge, pay attention to the concept of science; The third is to pay attention to the cultivation of students' hands-on ability and collaborative spirit.

In the first experimental teaching method, we should pay attention to the guidance of teachers, the participation of students, and the use of brains and hands, so as to overcome the problem of seeing more experiments and doing fewer experiments in experimental teaching in the past; Teachers should pay attention to doing everything they can, make use of the existing conditions, and do a good job of various experiments according to local conditions.

3. Solve the needs of difficult physics experiments in junior high school.

There are a certain number of difficult experiments in junior high school physics textbooks, which may be troubled by teachers, one of the reasons may be the difficulty of the experiment itself; second, the experimental equipment is insufficient, and the sensitivity of the experimental instrument is not enough; The third is the influence of the environment and climate, and the experimental skills of the operator, etc., so that the experimental effect is not good or the experiment is not successful. It affects students' interest in learning and reduces students' credibility in the experiment. Therefore, we must solve this dilemma through the ** of experimental teaching methods.

4. Carry out self-made junior high school physics teaching aids to meet the needs of textbook experiments.

Some of the original experimental teaching equipment can meet the needs of the current experimental teaching, and some can continue to be used after improvement. Therefore, we can only solve the problem of making teaching aids, mobilize teachers and students, everyone to make teaching aids, do experiments one by one, and enhance students' hands-on ability and practical ability.

1. Create a favorable situational atmosphere to stimulate interest in learning.

2. Be good at natural processes through physical experiments.

3. Pay attention to the unique feelings and experiences of middle school students

4. Use "questions" to strengthen students' interest in learning.

It is necessary to guide students according to the draft, not to rush to give students ready-made conclusions, to let students think by themselves, let students analyze and solve problems independently, and finally let teachers help solve difficult problems that students can't solve. This not only cultivates students' innovative spirit such as respect for rocks, research ability and practical ability, but also greatly improves the classroom teaching effect.

1) Problems are found in teaching.

Problems in teaching are the main research topics in teacher education. The problems in teaching practice can be said to be ever-changing and endless.

1. Directly translate the problems that need to be solved in educational practice into research topics.

Teachers can turn important and urgent problems into research topics. For example, what are the causes of the problem of overburdening primary and secondary schools that have plagued the education sector for a long time? How can this be addressed?

Another example is how students with learning difficulties are formed? What are the characteristics of students with learning difficulties? How to promote the transformation of students with learning difficulties in education and teaching?

How did student boredom come about? What is the relationship with the content and methods of teaching? how to increase students' interest in learning, etc.

These problems are encountered in almost every teacher's teaching process, and they have not been completely solved. Putting forward topics for research from these outstanding practical problems can give full play to the advantages of teachers themselves and directly improve the quality of teaching.

2.The research topics are discovered from the difficulties, contradictions and dilemmas of teaching practice.

Teachers can find research topics from the difficulties, contradictions, and dilemmas in teaching practice. Teachers often encounter various difficulties, contradictions and dilemmas in the teaching process, and there are no ready-made successful solutions for reference. There are at least the following types of difficulties or dilemmas:

1) There is a gap between teachers' ideals and reality. For example, teachers hope to highlight students' subjectivity in the teaching process, and use this as the basis for new teaching design, trying to arouse students' interest and enthusiasm for learning, but the implementation effect is not obvious, and students' academic performance is also affected to a certain extent.

2) There is a conflict between the goals of the teacher and the student, and between the student and the student in the teaching context. For example, teachers start from the guiding ideology of "cultivating students' creativity" and assign more challenging homework in teaching, but this practice leads to some students not being able to keep up with their homework, resulting in frustration and eventually boredom in learning.

3) Teachers and leaders, colleagues, or parents have different or even opposing views on education and teaching. In order to improve the quality of teaching, some teachers continue to make new attempts in classroom teaching to change the original "cramming" teaching, but the colleagues or parents of students around them do not agree, thinking that he is in the limelight and will affect students' learning.