“Interest is people’s tendency to know something and engage in an activity. It is manifested as people’s selective attitude and positive emotional response to something or an activity.” Thor Sta said: "What is needed for successful teaching is not coercion, but stimulating students' interest."
To cultivate students' interest in the subject of physics, two "charms" must be fully demonstrated: The first is The charm of physics knowledge itself, and the second is the personal charm of the teacher. The perfect combination of these two charms becomes a superb teaching art. As American educationist Guy R. Lefrancois said in the book "The Art of Teaching": Teaching is a craft. To become a good teacher, it is not enough to study only one textbook or even a dozen textbooks. You need information about the learner, about personal development, motivations and interests. You also need to understand and integrate this information with your values, goals, personality, and hobbies. It's important to remember that art - poetry, jokes, magic, emotions - can and should be part of the classroom.
1. Use the charm of physics itself to cultivate students’ interest
The charm of physical knowledge itself is reflected in the wonderful beauty of physical phenomena, the fun, novelty, thrilling or unexpected nature of physical experiments ,etc. The charm of physical knowledge itself is also reflected in the fact that it is necessary for our daily life and work.
1. Pay attention to physical experiments and do them well
Physics is an experimental science. The establishment of physical concepts and the discovery of physical laws are based on experimental facts. Experiment is an important research method in physics. Only by attaching importance to experiments can physics teaching be successful. Only by observing physical facts through experiments can students truly understand and master knowledge.
Human interest and curiosity are closely linked. Physics experiments can make boring knowledge come alive. New lessons can be introduced through interesting and novel physics experiment demonstrations, which can create suspense and stimulate students' curiosity. This stimulates their desire to think, especially some thrilling and unexpected experiments, which can stimulate students' interest in learning.
(1) Don’t stick to the textbooks in physics experiments
For example, when I talked about Lenz’s law, I prepared a detachable transformer and a metal ring that can be put on the iron core, etc. equipment. Hearing me talk about performing "magic" is not very exciting. When I connected the transformer coil to 220V AC, someone shouted: Don't get an electric shock! I waste no time in praising: Thank you for the reminder! You have mastered the first principle of experiment-the principle of safety, great! When I closed the switch, the metal ring on the iron core suddenly jumped up. After the exclamation, there was a sound of "do it again!" At this time, the students' emotions were high. I asked: Why can the metal ring jump? The classroom immediately became quiet. I continued: In today's class we will solve this question... This kind of suspense creation has greatly improved students' interest.
(2) Do experiments flexibly
Experiments can also be done on the blackboard.
(1) When talking about "synthesis of motion", I first vibrate the chalk up and down to draw a vertical line, then step back and draw a horizontal line, and the third time I vibrate my hand up and down while stepping back to draw a line. is an approximate "sinusoidal curve" (Figure 1). The teacher's "performance" not only increases students' interest, but also enables students to realize the significance of studying the decomposition and synthesis of motion.
(2) Another example is the "Verification of the Square Rule of Force" experiment which can also be carried out on the blackboard: I prepared rubber bands, two spring dynamometers, thin wires and large teaching materials before class. Triangle ruler. I found two classmates to cooperate and complete the experiment together, and the results were very good. So I made it more difficult: If there was only one spring dynamometer, could this experiment be completed? After the students had a heated discussion, I found two classmates. They went to the podium to talk and do the experiment, and successfully completed the experiment. I stretched out my thumb and said "Awesome!", and the classmates gave these two students a warm round of applause. Create opportunities for students to participate, opportunities to succeed, and give encouragement every opportunity to enhance students' self-confidence, which can also increase students' interest.
In fact, the chalk, rags, newspapers on the podium... can all be used as props for our experiments.
2． If you don't have the conditions to do the experiment, you can play the video of the experiment.
For example, when talking about "*** vibration", I first played the video (Figure 2): By adjusting the frequency of the sound, a intact glass was actually "beat" broken by the sound. It's amazing! Some looked forward to it, while others read the book seriously...
3. Make full use of modern multimedia technology
The development of modern multimedia technology itself is based on physics. This technology itself embodies the charm of physics. At the same time, multimedia technology can fully demonstrate the beauty of physics itself. Current research shows that people receive external information mainly through various sensory organs of the human body, of which vision accounts for 83%, hearing accounts for 11%, and touch accounts for 1.5%. The sum of these three items reaches 95.5%. %. Using the intuitive demonstration and interactive functions of multimedia images and the data processing and research functions of computers for teaching can enable students to devote themselves to learning with full enthusiasm.
For example: "Wave interference" is a difficult point in students' learning.
Students have all seen the superposition of water waves, but generally they have not observed it carefully. So I recorded the actual water waves and made multimedia courseware at the same time. Some of the pictures are shown in Figure 4 and Figure 5.