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Solve school physics and the Normal School of Physics

An address students in adjusting to normal school teaching materials physics and high school physics content compared to the knowledge of density, more quantitative discussion, study and solve problems need new ideas, new methods, new ideas ... .... Overstating the sudden teaching materials is difficult to Therefore, the Normal School the first semester of physical education is often the most difficult, I believe that teaching materials to achieve a smooth (A) of the Institute scientific abstract physical problems in order to simplify the study, subjects tend to be idealistic. Such as: particle, rigid body, etc.; will study the process of idealization. Such as: uniform motion, simple harmonic motion, etc.; will also study the conditions ideal. Such as: non-friction surface, insulation containers. However, if the particle, such as uniform motion did not exist in reality, some students feel puzzled. Since they do not exist, then why study? In fact, this problem is commonly used in physics simplified method. Its essence is, ignoring the secondary side, highlight the main aspects of a scientific abstract. If the particle is a certain quality and not size and shape of the object, is idealized model, it is with many physical laws of the physical model derived. The establishment of this idea, need to change the minds of students in the original pattern, and accept the new pattern, which led to a qualitative change of schema. Therefore, from the (B) focus on developing ideas some abstract physical concepts. Their thinking and more complex forms and processes, and for the idea almost Therefore, in the teaching of new knowledge, but also to focus on developing new ideas to improve their ability to abstract thinking. With the Such as: the definition of acceleration type a = Δv / Δt, the students are obviously not suited to have them determine the acceleration in specific size, the total used to be considered in conjunction with the speed acceleration, they think, according to the formula of acceleration with Δv as proportional, inversely proportional with Δt. For example, the vertical movement of objects on the throw to the highest point of the fact that when a ≠ 0, the idea is that students pass, they think at the moment of the v = 0, the object is to stop movement, and where, what acceleration? And make students even more incredible is the size of the acceleration with Δv, Δt are independent. This error occurs because the lack of abstract thinking ability of students: (1) confusing the concept of acceleration with the speed that the object in motion is possible only with acceleration. (2) do not understand the physical meaning of the formula, but the definition of a type of pure mathematics, that are accustomed to from the digital point of view of the relationship between physical quantities, which led to the error of thinking, the . In fact, the definition of type a = Δv / Δt,[link widoczny dla zalogowanych], but the acceleration of the To enable students to convincing, clarify ideas, I cited two examples, easy to understand, to inspire students to Example 1, in order to know the two students, who run fast, you can let them run with a hundred meters, and use the stopwatch, Example 2, to know the density of a substance can be These two examples, the image shows the Similar to the acceleration of This electric field strength for the future, the concepts of magnetic induction would be handy. (C) of the breakthrough thinking mindset, thinking activities of the human brain plays two roles. One is conducive to learning new knowledge generated positive migration, its role is undoubtedly positive, but when the mindset of learning new knowledge from the interference, that is, a negative migration, its role was negative. often with a Example: preconceived notion scalar vector concept of the establishment, is a disturbance. Talk of uniform circular motion the centripetal acceleration,[link widoczny dla zalogowanych], the acceleration due to some students to understand the value for the speed of the speed of change, not accustomed to considering changes in its direction. So, mention the acceleration of uniform circular motion objects, their minds, there is such a picture in advance: the change in velocity Δv? acceleration does not arise out. But the formula for the centripetal acceleration a = ω [2,] R, or a = v [2,] / R, fully explained to the centripetal acceleration does have real value. The fact that students often feel inexplicably. This requires breakthrough thinking. Author of concept and highlight its centripetal acceleration formula, the final experiments. Can be seen, learned after the centripetal acceleration, both the expansion and acceleration of the extension of the vector, and also allows students the meaning of these concepts have a more profound understanding. Therefore, to some difficult to understand the concept,[link widoczny dla zalogowanych], we should note that in stages, not an attempt to In addition, the ability to maintain The students of the intuitive experience (take it for granted) the mindset of the interference on the role of rational knowledge, in teaching can not be ignored. Due to limited space, this article omitted. (D) to make up for lack of mathematics students always say, physics difficult to learn, Difficulties it? Objectively speaking, difficult, not entirely difficult in the physical problem itself, a number of poor students to mathematics, teaching materials can not meet the needs, physical problems, as the case of mathematics stuck everywhere, the lack of mathematical knowledge of students accepted new knowledge and problem solving in a major obstacle. Mathematical way of thinking is the physical reasoning is to quantify the physical variables, the definition of physical concepts, presentation tools for the physical process. Such as: the beginning from the establishment of coordinate system including the establishment of the independent variables, the mathematical function to identify problems; the vector operation is involved in the plane geometry,[link widoczny dla zalogowanych], trigonometry and other aspects of knowledge; calculation of movement of celestial objects, to use the computing power and the radical knowledge. Sometimes involves some mathematical knowledge is not learned. Such as the arc length formula derived units l = Rθ, the students even more difficult to accept. Experienced teachers used to say: Therefore, we must give appropriate remedial order to remove the stumbling block. Meanwhile, in the derivation of a formula or explain examples, not only to analyze the physical processes, but also demonstration of mathematical problems, the board played, the problem can not be avoided because it is mathematical. Training students to apply as soon as possible mathematical knowledge to solve physics problems. Two methods to solve students in adjusting to the first normal school teaching objects that have long been capacity is still at a low level, in the middle, they tend to complete the job based, not used to reading, not taking notes, not at summarizing, are unable to observe and explain the phenomenon, not good at hands-on experiments. Learning methods are not suited, the students will encounter in learning everywhere, Thus, learning methods to teach students, but also is a priority. next (a) to enhance awareness of the classroom teacher's role is to navigate resuscitation, listening is a top source of knowledge of students, underestimate the classroom to speak, is the biggest waste of time. Education students respect the teacher's labor. First ask students to done: (1) hope class aspirations. (2) to be fully prepared before class, that is: including knowledge of preparation, physical preparation and mental preparation. (3) school immediately after entering learning state, be wary of taking God, do not understand, made a mark, to continue to listen, not a dead end, believe in science, respect the fact that students should cultivate. (4) high IQ students, and lectures have a forward-thinking, not just be satisfied to go along with the teacher, but to strive through their own thinking, realize one reason. Second, training their students the habit of taking notes, notes of the contents are: (1) writing on the blackboard. Succinctly by writing on the blackboard, and reflect the teaching content of the whole class. (2) Teachers of materials handling (add, delete,[link widoczny dla zalogowanych], change). (3) lectures in doubt. (4) should not be more critical but the contents of writing on the blackboard. This helps focus thinking on lectures, hands and brain, but also a skills training, and materials when it is reviewing an important basis for cooperation is a very effective learning methods. And with the knowledge level increased, the ability to take notes is very important. Therefore, students enrolled in first semester students are not particularly conscious, not used early, but to point to Check the notes, and linked to student achievement test results and to help them develop a habit, from which tasted the sweetness, and then became conscious of their actions. The same time, based on the use of physical discipline itself charm enhanced the attractiveness of the classroom to stimulate student interest in the classroom, no doubt enhance the awareness of the classroom play a facilitating role. (B) strengthen the teaching materials the students read the textbook in basis to study physics, but also be a major source of physical knowledge. Therefore, students read the textbook as soon as the good habits and to improve the ability of reading material, it is very important. Reading materials must differ from reading a novel. Physical processes in both materials, the description of physical phenomena, but also the analysis of physical phenomena and generalization; both qualitative descriptions, but also quantitative derivation; expression, both the text, there are formulas and illustrations. The author is to guide students to read the following: (1) pre-reading before class. Certain elements of the material can be arranged for students pre-reading, pre-reading teachers as an outline, ask students to write down the main points to make clear the purpose of lectures (note that the contents of the can not build suspense, read-ahead). (2) Intensive classroom. The classroom teacher on the basis of Jingjiang, requires students to focus on the paragraph, word by word analysis of its meaning, to deepen understanding and strengthen the memory. (3) after-school read. Psychology tell us: the highest rate of forgetting of knowledge is the beginning of time to acquire knowledge that period. Therefore, timely guidance to students after class to read through the materials to further consolidate the knowledge is very important. (4) system to read. After the end of each chapter in the textbook or the period, the final review, the system must guide the students to read, on this basis, guiding students to use the list method or structure in the form of dealing with the concept of teaching, law and knowledge of key points to achieve the deepening of knowledge, the purpose of improving logical thinking. (C) develop observation observational study, not only to study physics, but physics itself is to observe the experiment, students can enrich perception, to stimulate students interest in learning, and also the best students (subject) and the physical world (object) the best environment interaction. In teaching, the general ability test is rarely overlooked, observation ability is often neglected. I far as culturing capacity understandings. (1) classroom observation of demonstration experiment. The teacher asked students to observe the demonstration experiment. The so-called full observation, is fully observed, the focus of observation and comparative study. As much as possible for students to analyze the phenomenon of their own, determine the essential features. On the basis of fully observed by the students step by step thinking, analysis, discussion, and summed up the essence of the phenomenon of physical laws. (2) observation of natural phenomena and extra-curricular things around. Usually good students to observe natural phenomena and things around him, habit. Inspire them to practice application of the laws of physics to explain their observations of physical phenomena and problems in life, so that the , found that many physical problems, such as: before the train started, the total down to the look after, respectively, in order to overcome the static friction each car to reduce the difficulty of starting; roadside trees, houses backwards, which People always used because of their own as the reference; smooth running of the carriage in the vertical jump upward, still back on the ground, is due to inertia, that is, in the horizontal direction because there is no force, still the original speed and vehicle counterparts; railway high in the low outside corner, the train is intended to provide the centripetal force for circular motion, etc., are physical problems. Shows that people living in the physical world, all the time and deal with a variety of physical phenomena, as long as good at observing, thinking hard, be extracted from the excavated examples of fun to. In this way, knew the knowledge has been consolidated, and enriched leisure spare. (D) review the method of Church the knowledge of students usually are more to be divided, fragmented pieces of knowledge. Very easy to be forgotten, and teaching new courses, it is impossible not to reveal the connotation and extension of the very thorough and comprehensive, and only through the review, will it be possible to broaden and deepen knowledge, be possible to have a deep understanding of knowledge level. Therefore, the review process, not a simple repetition of the original program, but Shiyibuque, intrinsically linked to the process of finding knowledge is knowledge in a wide range throughout the process; is to strengthen the capacity of knowledge to improve the process; and the review also is more positive - Reviewing the Old. Therefore, students review the way the church is very important. First, teach students the correct classification of knowledge, focus on teaching materials and lists outline the contours of contrast, self review outline, summarize the main points of knowledge, to identify the main line, and to guide students on the difficulties, priorities and key issues for further discussion; memorize formulas , theorems, and understand its context. It must be noted, teachers are not pre-empt, but teachers may be appropriate in the initial demonstration. Such as: mechanics after the end of the second chapter, I will focus on the kinematics and dynamics of the main line - the causal relationship between movement and guide students, focused on the vital, by-laws of various sports and their causes. By teachers under the guidance of review, not only teaching students to straighten out the context, the establishment of the overall understanding between the vertical and horizontal linkages to knowledge; more importantly, the students learned they should learn how to review. Second, to guide students through problem-solving were reviewed. Specific practices, in the basis for basic training, optional number of comprehensive, targeted typical examples demonstrate, through examples and problem-solving ideas infiltration problem-solving approach. Meaning of the questions to guide students to repeated scrutiny, careful observation of known and unknown, hidden between the lines carefully dig out the conditions, but also to rule out some additional conditions, the formula must not rush or attempt to opportunistic hands went wrong. Done to cultivate the good habit of summarizing questions, think about it, This question is in which category knowledge? Problem-solving ideas, methods, process? Do have one question for each new inspiration, so that it can enable students to further understand the concepts and laws, but also broaden the problem-solving ideas, improve flexibility and to achieve the lesson should be learned by analogy purposes. Is the first step, start from scratch to help students in the knowledge and ability to learn as soon as possible So, in teaching students to create the best external conditions, the real knowledge to enable students to experience the process, learn knowledge approach, namely, by the starting year of teaching, not only enable students to