The Secondary School Physics Teaching Language To Life,

Middle school physics teaching is closely related to language communication. As a"missionary, tuition, disabuse"tool, whether the language is used appropriately, that affects teaching results directly. Therefore, in the process of teaching, the language used by textbooks, teachers and students is worthy of our concern. Because there are some differences among the scientific terminology, teaching language and life language, particularly the differences between written language in the textbooks and spoken language students accustomed to, it makes the students understand the concepts and the laws of physics inaccurately, and results in a decline of the learning quality. Based on this situation, during the middle school physics teaching, it is very important for the teachers know how to interpret the written language in the physics textbooks and translate the physics language into the life language that students are familiar with, so that students can realize the change from the original understanding to the scientific understanding, and bring the physics language into their life language system.Based on the new curriculum reform, this thesis investigate the middle school physics teaching language and the liveliness of middle school physics teaching firstly; then study the concepts, principles, methods, purposes of the liveliness of middle school physics teaching language theoretically; at last, combining my own teaching practice experience, summarize some more difficult concepts and laws of middle school physics teaching and give some examples of interpreting the physics scientific terminology using different levels of life language. In the communication among the learning community of students and teachers, in order to make the physics teaching language become physics-life language which students can understood easily and speak casually, the theories about physics teaching with the life language rather than the written language and the scientific terminology used by textbooks, and the three development stages of the liveliness of middle school physics teaching language are proposed.