On how to make effective use of modern information technology in junior high school physics teaching

In order to make students understand and master the essence of physics smoothly, the rational use of multimedia and other information technologies in teaching can achieve the effect of highlighting key points and breaking through difficulties. However, some teachers often use multimedia courseware instead of experiments, blackboards, exercises and feedback in the actual use process, which sometimes seems very modern. However, if this learning method is adopted in the virtual environment for a long time, it will violate the cognitive law of physics based on experiments and is not conducive to cultivating students' innovative spirit and practical ability. When can multimedia information technology be used to give full play to its advantages? As I am engaged in information technology and junior high school physics teaching, I want to talk about my experience in teaching practice and discuss with you. The key to integration is to regard information technology as a cognitive tool for students to acquire information, explore problems, solve problems and build knowledge. This requires teachers to widely use information technology in subject technology. This application does not simply use information technology as a demonstration tool to assist teachers' teaching, but realizes the "integration" of subject teaching and information technology.

The application of information technology in physics teaching makes up for the shortcomings of traditional teaching, improves teaching efficiency, and also cultivates students' information technology skills and problem-solving ability. It has the following functions.

First, the introduction of new courses, creating problem situations

There are examples of introducing new courses at the beginning of every class in junior middle school physics, and the main problems that should be solved in this class are put forward. If straightforward narration is introduced, students' interest will not be great, but using multimedia to create problem situations can get unexpected results. For example, in the introduction of a new course, Mechanical Movement, the animation of a pilot catching a bullet in the air is reproduced by multimedia, and "Why does he have such great skills?" Under what circumstances can you catch flying bullets? "Students' interest in learning will be very high, and there will be a state of not giving up until they find it, and their attention will be focused on the content of learning. For example, in the teaching of Stress and Stress, stress is the focus and difficulty of teaching. Students' first contact. What are the applications of stress in life? They are at a loss. In the introduction of the new lesson, multimedia is used to show the animation of pedestrians struggling in the snow falling into the snow and happy skiers moving forward easily. Students will have a strong thirst for knowledge, so as to successfully achieve the purpose of introducing new courses.

Second, simulate the experimental situation

Physics is a subject based on experiments, and experimental teaching is an important part of physics teaching in middle schools. Colorful and interesting experiments are the characteristics of physics experiment teaching. In the demonstration experiment of general physics class, due to the limitation of conventional experimental instruments and the environment itself, the experimental effect is often unsatisfactory. With the help of multimedia simulation experiments, some important physical experiments that are difficult to complete in the real experimental environment can make up for the shortcomings of conventional experimental instruments and improve the demonstration effect of physical experiments. At the same time, some knowledge in physics is abstract, and the terms used are also abstract. For example, in the theory of molecular motion, the concepts of force, magnetic field and voltage are abstract and difficult to understand. The application of information technology can help teachers and students solve these key and difficult problems.

For example, the theory of molecular motion, students can't see the movement of molecules in matter, so it is difficult to understand. Multimedia computer can be used to simulate the process of molecular motion and collision. The phenomenon of gas diffusion is relatively fast, and students can understand it. However, as the textbook says, "Fill the measuring cylinder with half water and inject copper sulfate solution under water", it will take several days to see the phenomenon, and the solid will spread for a longer time. At this time, if we use information technology and "special effects", we can quickly show the phenomena of these two experiments to students. The simulation experiment can make students understand the principle intuitively, without teachers' repeated explanations.

Third, show macroscopic or microscopic physical phenomena.

The abstract thinking of junior middle school students is still "empirical" to a great extent, and the components of concrete images still play an important role. Physics is a subject based on observation and experiment, but a lot of physical knowledge can not be summarized only through experiments, such as some macro or micro natural phenomena and high-tech modern physical knowledge, which can not be demonstrated through demonstration experiments. If teachers tell physical facts and phenomena directly, junior high school students are often subjective, stubborn and suspicious because of their limited knowledge and experience. Because they don't understand what they are telling you, they don't believe it, so it is difficult to master knowledge. At this time, if multimedia is used to express these macro or micro phenomena, the effect may be very different. For example, in the teaching of "linear propagation of light", there is an analysis of the causes of solar and lunar eclipses. You directly say that this is caused by the linear propagation of light, and students are confused and can't accept it. However, if multimedia animation is used to simulate the movement of the earth and the moon, students can observe that when the moon rotates between the sun and the earth, the light from the sun is blocked due to the straight-line propagation of light, and a shadow appears on the earth, which is an eclipse. Because it simulates a concrete image, students can clearly understand it, and natural knowledge will never forget it.

Fourth, test students' knowledge.

Classroom testing for students is an indispensable part of teaching. Information technology can give full play to its powerful interactivity and the stimulating effect of multimedia on the senses, and give students visual and auditory stimuli in many ways and more exciting centers, thus cultivating interest, enhancing memory and deepening understanding. However, in the specific use process, it is definitely not to remove textbook exercises or use the characteristics of large capacity to engage in "crowd tactics." Instead, we should use appropriate sounds, images, graphics, videos, etc. To simulate more real physical phenomena, and use their interaction to start a dialogue and reaction between teachers and students, right and wrong. For example, in the review test of paragraph inertia, a question can be designed: first cut into the animation of the plane throwing relief materials correctly, and then flash: "Why did the plane throw relief materials in advance?" problem Ask the students to answer with what they have learned in this lesson. For students who have difficulty in explaining some physical phenomena with inertial knowledge, they can watch the animation of the consequences of the plane throwing material over the target again.

Verb (abbreviation for verb) changes the observation space.

The objects of physics research in junior high school are as big as cosmic objects and as small as atoms and electrons, so students can't directly perceive them, and it is difficult to learn. With the help of information technology, we can make macroscopic celestial bodies microscopic and simulate their running process on the multimedia computer, and we can also make microscopic atoms and electrons macroscopic and simulate their moving process on the multimedia computer, thus enhancing students' perception and promoting understanding. For example, "How do the kinetic energy and potential energy change when the satellite moves from the apogee of the earth to the perigee?" Students have no life experience in this situation. If the multimedia courseware is played through the computer, students can intuitively see the running speed of the satellite, so as to make an accurate judgment.

Sixth, control the experimental speed.

Many physical movements are instantaneous and fleeting, so it is difficult for students to observe the experimental phenomena carefully and comprehensively. Computer animation technology can attach great importance to some physical phenomena, which can be controlled at any time as needed, or from fast to slow, or suspended, and the experiment can be clearly and intuitively presented to students. For example, in order to observe the curve of ball motion, stroboscopic photography technology can show the whole process of ball motion well when studying uniform linear motion and variable linear motion. Students have a more thorough understanding of the concepts of uniform linear motion and variable-speed linear motion, and have a firmer grasp.

Seven, show the thinking process

Many physical methods and physical thinking exist in people's minds, which cannot be demonstrated by experiments, and it is difficult to describe them only by words. Multimedia can be used to assist expression. For example, when studying Newton's first law, students say that "all objects are always in a state of static or uniform linear motion without force." Without life experience, teachers can't demonstrate through experiments. At this time, a small ball is made by computer, which changes from large friction to small friction until the friction is zero, and the movement speed of the whole ball changes. In this way, the abstract thinking method and thinking process are described with vivid process, which is easy for students to accept.

The above viewpoints are my experience of combining information technology with junior high school physics teaching. There should be many points of entry and opportunities for information technology in the teaching process. As teachers, we have the responsibility to constantly explore and study, and really give full play to the advantages of modern teaching methods.

To sum up, it is necessary for teachers to have high quality to organically integrate information technology and physics courses and use them freely in classroom teaching. In the teaching design, we should give full play to the leading role of teachers and fully reflect the cognitive role of students. Put students in the dominant position, provide the dominant position to the world, and let students truly become the masters of learning. In the whole teaching process, teachers and students share each other's thoughts, viewpoints and knowledge, exchange each other's feelings and ideas, and realize mutual teaching and learning.