How to read outside the classroom in the process of teaching physics in junior high school

Editor's note: The learning of junior high school physics is inseparable from the reading of textbooks, and teachers often say that the proposition of the high school entrance examination is "derived from the textbook and higher than the textbook", which is the reason. So, how do you learn to "read textbooks"?

Here are some suggestions for your reference. Reading the textbooks of good methods for learning physics in junior high school, reading carefully, asking more questions, and cultivating self-learning ability. The reading of textbooks mainly includes pre-class reading, in-class reading and after-class reading.

What is the meaning of "doing work" in physics? How is it different from what is often said in daily life? What are the two necessary factors to do the work?

What are the types of situations in which work is not done? What factors are related to the amount of work done? How do you calculate the amount of work done?

What is the unit of work? Through reading, you can have a rough understanding of the content of the new lesson, clarify the knowledge points, find out the key points and difficulties, and make marks, so as to break through and overcome the difficulties when listening to the teacher's explanation in class. (2) Classroom reading is to read in the process of carrying out a new lesson, and to memorize those key knowledge (concepts, rules, etc.) while reading.

For the key universe, words, sentences, and paragraphs should be marked with symbols, and only when the first beam has grasped the key can we deeply understand and accurately grasp the knowledge learned. For example, when reading "direction of gravity", the key is "vertical". When reading the text of "Newton's First Law of Motion", grasp "not affected by external forces" and "always maintained".

Carefully read and carefully select to clarify the connotation and extension of the concept and law of celery loss. When reading, if you encounter difficulties, you have to think about it repeatedly, why do you say this, can you say that? Why?

Find out what it is. (3) After-class reading, combined with class notes, on the basis of reading, diligent summary and induction. At the end of a new lesson or after learning a chapter, read it in combination with the class notes, review and summarize it in time, and summarize the knowledge of each section or chapter according to the "tree structure" or in the form of charts, so that the fragmented knowledge is gradually systematized and organized.

Through induction, we can string the knowledge we have learned into a line, connect it into a network, and form a body. In order to deepen the understanding and sublimate the knowledge.

Understand the knowledge points and do more example questions.

Regardless of the mode of instruction, students' ability to understand the material is indispensable. In the process of implementing self-directed classrooms, students' reading ability is at the core of various strategies, and only by improving their reading level can students create opportunities for participation, and at the same time cultivate their ability to participate, and lay a good and solid foundation for their "lifelong learning".

In the teaching of physics in the classroom, students' reading ability is improved through the following aspects.

1. Cultivate students' generalization ability from materials with a low starting point. For example, in the introduction section of physics in the second year of junior high school, this part of the content talks about little specialized knowledge and is closely related to the reality of life, so let students read in teaching, and teachers can use reading to let students summarize: Why is physics useful?

How do you plan to learn physics well, etc.

2. Set up reading thinking questions to cultivate students' ability to distinguish the main problems in the reading materials. One criterion for judging a student's reading ability is whether he or she can grasp the main problem and the main aspect of the problem in the reading process. Therefore, in teaching, teachers should carefully design some thinking questions to guide students to read, think and solve problems around the topic, so that students can understand the methods of reading and develop good reading habits.

1) What are the characteristics of the balance of two forces?

2) An inkwell placed on the table, can you find a pair of balanced forces and a pair of interaction forces?

3. Create a physical scenario so that students can perceive the learning content through reading. According to the reading content of specific physical phenomena, physical stories, and descriptions of physical laws in the text, and in connection with the reality of life, a teaching situation is created so that students can read in this situation, and in the process of reading, they can perceive and think, so as to achieve the purpose of reading comprehension. and motivate them to form and master the correct reading method as soon as possible.

When talking about atmospheric pressure, I first prepare a large glass tube, a small glass tube (the diameter is slightly smaller than the large glass tube, and it is dyed red), fill the large glass tube with clean water, and put the small glass tube into the large glass tube, so that the nozzles of the two tubes are flat, and let the students guess what will happen if the nozzle is turned upside down. This is shown in the figure below.

Most of the students guessed that the test tube would fall, which, contrary to the results of the experiment, piqued the students' interest, and the students were allowed to read the text with questions and think about the answers to the questions in the reading.

4. Use reading strategies that encourage students to self-monitor. For example, before students read, tell students that after reading the material, they should work in groups to answer the question, and each student must clarify what is in the material and their own opinions. This encourages students to keep asking themselves questions as they read:

What does this paragraph say?

In the physics classroom, teachers can conduct experimental teaching, do more experiments to enhance students' interest, and find some reading questions as examples to explain, so as to guide students to learn independently.