First, based on physics textbooks, explore effective resources
Textbooks are the most basic and fundamental curriculum teaching resources for students, especially the textbooks compiled around the new curriculum reform, which are not only novel in form, illustrated with pictures and texts, but also lively in all kinds of knowledge and information, carefully compiled by famous education experts all over the country, which is a direct embodiment of the spirit of the new curriculum reform. Combining the reality of students and schools, according to students' knowledge base and cognitive acceptance law, reorganize classroom teaching content; Design the teaching process into a classroom structure of autonomous learning, inquiry and discovery, so that students can construct their own knowledge form; Excavate and design more teaching examples closely related to students' life to help students better understand knowledge and improve their ability.
For example, students designed a very life-like experiment to simulate the imaging process of eyes with more than a dozen jelly cups filled with water; When students learn about atmospheric pressure, they go to the school medical room to find a medical syringe, block the needle with the rubber cap of the medicine bottle, and pull the piston of the syringe hard to perceive the existence of atmospheric pressure. Second, use books and newspapers to select and reorganize training questions.
Teachers must do a good job in screening and guiding. Teachers should organize all kinds of resources and information through their own research and reading, enrich classroom teaching in a planned and conditional way, combine physics knowledge with the latest scientific and technological achievements and scientific phenomena, stimulate students' interest in learning through various vivid and contemporary scientific examples, improve students' immature ability to integrate theory with practice, and enhance their awareness of applying what they have learned. Science learning can not be separated from certain auxiliary exercises, especially physics learning. There are too many difficult, deep and complicated problems in the problem set of the bookstore. Teachers must select and refine them to help students better understand new knowledge, new laws and new methods, and expand the test questions in a variant way to ensure that students can draw inferences from one example to another. After-class exercises, teachers should also be selective and flexible to help students better consolidate and use what they have learned.
For example, when learning the teaching content of buoyancy, the author boldly selected and reorganized the examples in the textbook. In the teaching of a class, he focused on an example: there is an ice cube floating on the water surface in the container. How does the water level in the container change during the melting of the ice cube? According to relevant knowledge, the author gives relevant schematic diagrams to guide students to calculate the volume of boiling water by combining the volume of ice and the volume after melting, and analyze the changes before and after. Then, make a comprehensive revision of the test questions.
Change 1: There are 1 ice cubes floating in a container filled with salt water. How does the water level change during the melting of ice?
Variation 2: How does the liquid height change when ice cubes are put into a container filled with alcohol?
Change 3: If there are wooden blocks in the ice, how will the water level change?
Change 4: How does the water surface change after the ship loaded with iron blocks throws iron blocks into the lake?
Change 5: Small iron blocks condense into ice cubes. How does the water level change after being put into the container?
In this way, the same knowledge points and problem-solving methods are interspersed into various specific physical problems, which fully improves students' ability to analyze and solve problems.
Third, make full use of experimental equipment and improve innovative experimental methods.
Experiment is an important link in physics teaching, an important way to implement physics curriculum objectives, cultivate students' scientific spirit and improve their scientific literacy, and an important condition and effective resource for physics curriculum reform. The development and utilization of laboratory resources must be done well in junior middle school physics teaching. First of all, open the laboratory and let students design their own experimental schemes, collect relevant data and study physical laws. Secondly, develop all kinds of daily appliance experiments to enrich the curriculum resources of physics experiments in middle schools. Make full use of the advantages of simple, economical and intuitive living utensils, so that students can perceive physical phenomena from life, study physical laws and explore life problems. Thirdly, make full use of information technology and network resources to provide students with richer and more intuitive experimental resources to help students better perceive physical phenomena, understand scientific laws and improve their experimental operation ability. Many physical theorems, laws, laws, etc. You can't touch it, only what you can't see can abstract the theory. Students can't do it through direct experiments. By using multimedia technology, various physical abstract principles can be displayed more intuitively, and the network collects more experimental processes that schools can't meet the conditions, so that students' physical experiments are richer, more intuitive and more thorough.
For example, when Newton's first law is adopted in school, students are guided to use the trunking for home decoration as the guide rail defined for the first time in the inclined plane experiment. Because of its good flexibility, the bending operation is very convenient. The visibility of vernier caliper, multimeter, screw micrometer and ammeter in the laboratory is very small, which is not suitable for students to observe; Some experiments are only demonstrated on one plane, which is not suitable for students to observe better. For example, the magnetic induction lines of bar magnets and hoof magnets, especially some abstract physical experiments, such as the motion of charged particles in magnetic field and Brownian motion, cannot be directly demonstrated to students in class or experiments. Students can use multimedia to demonstrate intuitively, and through computer animation simulation in the classroom, they can feel clearly and intuitively. At the same time, collecting more wonderful experimental videos online for students to play instead of textbook experiments or laboratory experiments is not only economical and convenient, but also enables students to learn more enthusiastically and master more thoroughly.
Fourth, guide exchanges and cooperation and make good use of social resources.
Curriculum is the carrier of knowledge, and it must be closely related to the development and change of society. Live knowledge as well as knowledge. Therefore, for the integration and utilization of physics curriculum resources, teachers should not only communicate well inside and outside the school, but also guide students to connect more with real social life, strengthen the connection with local TV institutions, science and technology museums and factories, and guide students to connect more knowledge with production and life. Students go out, social resources come in, strengthen communication, promote integration, optimize combination, and provide students with more novel and rich learning resources.
For example, with the development of the market, the manufacture and sales of toys in China are more and more developed and advanced. Many toys are no longer simple animal shapes, but incorporate a lot of technology. For example, children's toy pistols can directly absorb bullets on clean walls; Remote-controlled aircraft can fly in the air for a long time, and can control the direction well. Some principles of using these toys can be found in junior high school textbooks. Students can go to the market, or they can go to nearby factories and shops to exchange research with the workers' masters and feel it directly. You can also operate or guide students to improve and make good use of social resources to help students learn physics better.
In a word, the integration, development and utilization of curriculum resources is a comprehensive art, which focuses on schools, students and teaching practice, aims at promoting students' all-round development, integrates and develops purposefully and systematically, optimizes classroom teaching content, enhances classroom effectiveness and promotes students' growth.