High School Electromagnetism Visualization Teaching Practice

Recently Visual teaching has attracted wide attention in education. In foreign countries, many researchers have confirmed the role and status of visualization in teaching. In our country, researchers have also begun doing some research on it. Based on the research on the basic theory of visual teaching at home and abroad, in the passage I initially defined the visualization teaching during the period of physics teaching in high school, discussed the meaning and possibility of the introduction of visualization teaching in recent years, analyzed the characteristics of physics visualization teaching in high school, and tried to start teaching operations with some visual teaching tools which are easily made and used in the actual physics teaching period, such as simulated physics laboratory, FLASH, Geometer’s Sketchpad and so on. I also summarized the advantages and features of the visualization of high school teaching, combining with the high school students’ cognitive characteristics, the theory of education science, the science of thinking and brain, and some other aspects. In this paper, I combined theoretical research with teaching practice, and carried out the research on physical visual teaching according to the current status of physical education. By selecting lots of good lessons about electric, magnetic fields and physics demonstration experiments of high school, I designed and practiced some of them under the special conditions. After analyzing the test results, I believe that using the visual teaching can change the teachers’ teaching methods, help students understand the laws of physics, master the related physical concepts, and analyze issues according to their physics knowledge. In the process of visualization teaching, through observing, analyzing, validating, promoting different students got different emotional experience. What’s more, students will gain advance in their mind, exploration, discovery and creativity.