How to Improve the Interest of Physics Teaching in Senior High School

Connecting with practice is mainly about connecting with natural phenomena, examples in production and life and modern science and technology. Efforts should be made to infiltrate and embody STS (Science, Technology and Society) scientific education thought in physics teaching, so that students can fully understand the close relationship between science, technology and society, so that they can not only pay attention to the development of science and technology, enhance their interest and ability to explore science, but also clearly realize its harm to human and social life and consciously establish environmental awareness. [1] In other words, to make students have a strong interest in physics, the most fundamental thing is to make students feel that physics is useful to them, understand the importance, practical value and social value of physical knowledge, and know how to treat and apply this knowledge in society, and change "I want to learn" into "I want to learn". This requires teachers to show the infinite charm of the physical world as much as possible in teaching, guide students to think deeply, and make students feel that physical knowledge is visible, tangible and useful, thus greatly stimulating students' interest in learning physics, cultivating their ability to solve practical problems with physical knowledge, having rational and scientific thinking, improving humanistic quality, and enabling the new generation of citizens to form values about the unity of science and technology with human welfare and social development.

Physics and natural phenomena are inseparable. All kinds of natural phenomena around us contain rich physical knowledge, and physical phenomena are everywhere in people's lives. When studying physics, we should form the good habit of observing and thinking more. For example, the refraction of light can be interpreted as "three suns shine together": in the early morning of 2002, people working in Huludao City, Liaoning Province found that there were "three suns" in the eastern sky, one big and two small, and the small sun disappeared for 40 minutes with unclear outline. In fact, this is a "trick" that the sun plays in the atmosphere, and it is a virtual image that the sun produces in people's eyes by refracting light. Students are very interested in these knowledge closely related to life, eager to explore the mystery, and will soon master the relevant physical knowledge.

Combined with the content of the textbook, this paper introduces the knowledge and skills closely related to personal, family and social life, so that students can understand that physics can serve to improve human living conditions. For example, static electricity can introduce some lightning protection measures such as not sheltering from rain under big trees, not using metal umbrellas and not using mobile phones. In particular, the outdoor antenna of solar water heater must be grounded, because its installation height is greater than the highest lightning rod of the building. If it is not grounded, once struck by lightning, lightning current will directly enter the user's room through the pipes, power lines and signal lines of the water heater. Students realize that physics is very useful in life. In addition, we can introduce or understand some concepts of physics from some classical poems, or use physics knowledge to appreciate China's classical poems, which can arouse students' interest, and some teachers have made useful attempts. [2]

Combined with the content of the textbook, this paper introduces the knowledge and skills closely related to industrial and agricultural production and military affairs. For example, when talking about electrostatic shielding and parallel resistance, two reasons why tanks are not afraid of high voltage power grid are introduced. Brief introduction of infrared time perspective camera: when talking about the law of conservation of energy, this paper introduces the power generation device of walking shoes invented by British inventors: a micro-generator is installed in the processed ordinary sole, and when walking, the mechanical energy generated is converted into electrical energy, which is enough to charge mobile phones and notebook computers. Wait, students are not only interested in this knowledge, but also cultivate their style of study of integrating theory with practice.

With the reading materials of the textbook, introduce the popular reading materials of extracurricular science and technology, and introduce the latest international and domestic scientific and technological achievements and their future development trends, such as new batteries, room temperature superconductors, optical fiber communication, lasers, modern aerospace technology, modern information technology, nanotechnology and so on. Let students spread the wings of imagination, promote students to study hard for the future and encourage them to "fantasize". For example, when talking about the state of matter, you can briefly introduce the existence of "flowing liquid" in solids; This paper introduces the mysterious river course shown in the photos sent back by Huygens probe when it landed on Titan, Saturn's largest satellite, and introduces that China Shenzhou VII spacecraft will carry out spacewalk, interactive docking and other experiments. When talking about the magnetic field, it can be introduced that the earth's magnetic field may reverse in the future, when the solar particle storm will violently impact the earth's atmosphere and have a devastating impact on the earth's climate and human destiny; Speaking of electromagnetic waves, we can mention microwave weapons that can scorch the enemy, the idea of introducing foreign bioengineering experts to "charge" and "magnetize" knowledge into the brain, and so on.

2.2 Do more experiments and carry out extracurricular activities.

Experiments include students' experiments, demonstration experiments, games, scientific and technological production, etc. It is necessary to turn some verification experiments into exploratory experiments and demonstration experiments into student experiments, so as to give students more opportunities to use their hands and brains and let them feel the fun of learning in operation. Extracurricular activity groups include photography group, broadcasting group, household appliances group, model airplane group and so on. It is necessary to constantly create the best situation for learning physics through experiments and activities, and take this as the main way to establish physical concepts and laws. It is necessary to combine in-class and out-of-class activities to visually show the changing process of physical phenomena, so that students can understand, master, deepen and broaden their physical knowledge, have keen observation ability, thinking ability and practical ability, give full play to their independent research and creative spirit, and improve their interest and ability to solve practical problems by using what they have learned.

2.2. 1 demo

When doing demonstration experiments, teachers should try their best to make teaching AIDS, transform experiments, and turn demonstration experiments into students' experiments as much as possible, so as to provide students with a good opportunity to participate in hands-on, let students take turns to speak and demonstrate on the podium, and stimulate students' learning initiative. For example, when talking about circular motion and centripetal force, put a can bottle full of table tennis upside down on the platform, and ask students to hold the upside-down bottle, with nothing blocked at the mouth, and transport it to the back of the classroom together with the table tennis in the bottle (prompt students to grab the bottle, make a uniform circular motion on the desktop, drive the table tennis in the bottle to rotate along the inner wall of the bottle, and then move the bottle). The students demonstrated enthusiastically and had a deeper understanding of centripetal force.

2.2.2 Experiment

Teach students to often do some small experiments that can explain the problem, and mobilize students' learning enthusiasm to the maximum extent. If you teach students to put a magnet with strong suction into the kettle to boil water when talking about magnetic field, the scale in the kettle or even the scale in the thermos bottle will automatically fall off in a week or so; After the gas equation and Claperon equation are finished, ask the students to prepare a wine bottle, a balloon that hasn't been blown up, a washbasin, hot water and a thin thread, then put the balloon in the wine bottle and let them blow it up without their mouths (prompt the students to put the balloon's mouth on the bottle mouth and the bottle in the hot water basin). These small experiments can enable students to study problems with their brains, mouths, eyes and hands, gain living physical knowledge, enjoy the joy of success and cultivate creative thinking.

2.2.3 Games

The simple and easy game activities experienced by some students are not only very beneficial for students to master physical knowledge, but more importantly, they can open the floodgates of students' thinking, and the acceptance of knowledge will change from passive to active. For example, after finishing the synthesis and balance of strength, let two students "tug of war" with a brick. That is, tie the brick with a short rope, and then tie the brick at the midpoint with a thick rope two meters long. A person pulls one end of a thick rope and straightens the thick rope to make it even, which means that the student won, but the brick won. Students have deepened their understanding of "the greater the included angle between two components, the smaller the resultant force" in a lively atmosphere.

2.2.4 Small-scale production technology

For some small scientific and technological productions, students are required to make and practice by themselves, and organize exhibitions and awards for small productions to encourage students' enthusiasm and develop their creative ability. For example, after talking about the law of conservation of momentum and recoil movement, they can be taught to make a "jet boat": first, put some water in an empty iron drum (or round tank), and pay attention to the fact that the water quantity should not exceed one-third of the capacity of the iron drum; Then plug the iron drum with a cover or something else to prevent the water inside from flowing out, then drill a small hole in the cover and fix the iron drum on a small metal box (flat iron box or metal soap box) with iron wire; Put two or three candles under the iron drum. After lighting the candle, the water in the iron bucket will boil in a short time, and the "jet boat" will be put into the water. When steam comes out of the small eyes of the iron drum, it will push the small iron box in another direction. Through these small productions, students have improved their practical ability and creative quality.

Photography activities

Introduce some optical imaging principles and basic photography skills to students, organize students to carry out photography activities, their interest will be high, and the quality of photos taken will be good. In this way, we not only mastered relevant theories, but also cultivated practical ability and learned a skill.

2.3 Attract interest with "doubt".

Using heuristic teaching to create problem situations, stimulate curiosity and enthusiasm, and cultivate students' good thinking ability. Teachers should constantly inspire, guide and induce them to give lectures, stimulate them to think positively and solve doubts, give full play to their talents, learn through participation, think hard, practice hard, collect knowledge and information with wisdom, and solve practical problems with ability. The more you learn, the more you will learn, and the more you learn, the more you love learning.

2.3. 1 Ask questions before class

You can ask questions before class to stimulate the enthusiasm and initiative of students' thinking, "a stone stirs up a thousand waves." Teachers use students' existing knowledge of physics to draw new questions from the set situation and introduce new lessons. The creation of situations can be varied, which can induce new problems when reviewing what you have learned, or discover new problems from common but neglected physical phenomena, such as asking students before talking about magnetic fields: Why can homing pigeons fly back to their nests from thousands of miles away? For example, before talking about momentum, ask the students: I handed you a volleyball, and you dared to pick it up. A high-speed iron ball was thrown at you. Why didn't you dare to pick it up? Creating situations should be interesting, and unique creativity can touch students' heartstrings and enter the role; When asking questions, we should pay attention to inspiration and inspire students to observe things, analyze problems and derive topics themselves; Plot design should also be scientific, which should not only make the content philosophical and accurate, but also make full use of modern teaching methods to stimulate students' senses and curiosity.

It is impossible to teach a class perfectly. Ask questions before class and leave a aftertaste for students to "taste" themselves, which can encourage students to think and explore independently after class. For example, after talking about momentum theorem and momentum conservation law, let students think about what other phenomena in life are suitable for these laws.

2.3.2 Class discussion

Teachers ask questions purposefully, inspire students' thinking, organize classroom discussions, let students use their brains, talk in Kan Kan, ask questions, distinguish doubts, teachers capture feedback information and prompt in time, inspire in time, follow the trend, seize hot topics of discussion, and remove obstacles in the cognitive process. For example, when talking about the law of conservation of momentum, ask students why the festive fireworks at the moment of the Big Bang were spherical. When talking about centripetal force, ask questions: Why do you rarely see concave bridges in your life, how to cross rusty iron cable bridges (walk slowly), and how to cross weak stone arch bridges (run fast)? Why do teachers ask for pull-ups when talking about the synthesis of strength? Some students who are usually absent-minded in class may not be outdone, no longer sit on the bench, and will scramble to put forward their own views. In this way, we can find their potential to learn physics well, arouse their enthusiasm for learning, enliven the classroom and solve difficult problems.