Guide The Junior Students To Explain The Physical Problems To Promote Students' Understanding Of The Practice Of Learning

The author in the junior middle school physics teaching in recent years,found that the presence of junior high school students in the learning process of a major physical problem that the understanding of the knowledge is not high, learning is often tasted, touched, knowledge and understanding too shallow, superficial refused to make efforts to further consider, or do not form a physical mode of thinking, research methods, study habits, physical formula which appeared remember, remember and forget, remember not to use; do not understand the concept clearly, know only one second, rote learning concept;do answer questions beyond the calculated level does not analyze the process of dissolution, there is no narrative; do not answer questions in class, dare not speak, will not organize language, or casually answers, or the answers will not explain why; blind set of formulas in the exam, it is divided into Analysis of incomplete penetration,understanding the implied condition is unclear, roll surface mathematical format without physical models of problem solving; the phenomenon of paper is not clear, summed up the lack of capacity; exercises just write the answer not the process of solving problems, not to extrapolate,comprehend by analogy; group discussion in class speech poor, can not be fluent in the expression of their views.Therefore, the author thinks that teachers should guide students to explain the physical problems and improve the students' meta cognitive level. So this thesis is to guide the junior middle school students to explain the physical problems as the breakthrough point, to carry out the practice research.Junior high school physics problem set forth in the boot process to promote understanding of the practice of learning, it is necessary to guide students from classroom teachers questioning began with physics students in homework forth physical problems, physical phenomena described in the experimental teaching, summarized, Anatomy meaning of the questions inTest Analysis, explained the problem solving process, this can be a good exercise students' language organizational skills, in particular to improve the ability of students to use the scientific term to answer physics questions.In the teaching practice, the author finds out that the students can master the students' thinking trend, understand the students' thinking trend,understand the students' ability of the students' knowledge, and improve their understanding ability. The so-called here also reflects the Teaching benefits teachers as well as students.