Self-organization Theory Of Physical Education Innovation Inspiration

Vigorously promote innovation and education in the country's largest environment, the current high school education, the comprehensive capacity of China's college entrance tests and college entrance examination "3 + x" mode, no longer purely test subject knowledge, but more and more prominent on Creative Ability of the test. However, due toexamination-oriented education" of still, the effect is not very satisfactory, the current physics teaching students creative ability also inadequate mainly in two aspects: First, intentionally or unintentionally, teachers in the teaching process in the over- stressed the importance of physical concepts, reduced the formation process of teaching the concept of "re-results" very serious; Second, the distribution of dislocation physics teaching, in the establishment and understanding of physical concepts of time spent on the entire class of 20 only %, while 80% of the time spent on exercise training, this result is that students are tightly limit the textbook, exam, there is no free space to think about the real problems of physical science. Can see, the real creativity in students and the innovative spirit to get the right guide and inspire is currently the focus of physical education.In order to better solve this problem, this paper collected in the literature, logical analysis, inference based on the argument, will self-organization theory as the guiding ideology, use and run through into the physical education for physical education innovation provides a new perspective to continue to explore the modern scientific methods in physics teaching students creative ability of the problem, which is the commitment to the innovation of this article. Creative thinking process can be self-organization theory to explain, its open, far from equilibrium conditions, and nonlinear interaction is the key feature. As a teacher, first of all, under certain norms for the students to create an equitable, harmonious, relaxed atmosphere in the classroom, the students thinking in an orderly state of open systems, and avoid simply to meet the teachers thought the students to make subjective fully mobilize the initiative to start thinking in full freedom, to expressed their own unique perspective. Second, stimulate and maintain student interest in learning physics knowledge, so that their thinking away from the relative isolation of the balance can be formed with a wide range of peripheral continuous exchange of knowledge, in the process to promote student inquiry and innovative ability in the go with the flow continuously improved. Reconstruction of teachers but also teaching methods in teaching system, full use of modern multimedia technology, knowledge from the abstract into the physical image of the invisible becomes visible, and help students understand the issues. Finally, the three instructional design shows how students in physics teaching creative ability. In short, the implementation of innovative education, training creative talents have become an inevitable development of the times.