In High School Physics Teaching To Strengthen Students Form The Practice Of The Concept Of Energy

The law of conservation of energy conversion and is the basic principle of physics, is also in all parts of the physical knowledge of each other. Throughout its Yu Lixue, thermodynamics, electromagnetism and optics and atomic physics sections, encountered in the life of many natural, physical, chemical, and biological phenomena are explained by energy concept and understanding, subject in each local theory can be used in the field of energy concept on the logic to deduce. Therefore, the teacher began to pay attention to cultivate students with energy perspective interpretation from high school physical phenomena, analyze and solve the problem of physics is of great significance.Middle school physics teaching pays attention to the construction of the idea of "physical", helps to cultivate students’ scientific inquiry ability, form the scientific concepts, to help students achieve mastery through a comprehensive use of scientific knowledge, constructs the knowledge network, to work for the future study, life and thinking basis, form the correct way of learning. So teachers in the physics teaching must strengthen the idea of "physical" teaching, and its implementation in the beginning and end of the teaching process.In this research: 1, systematically analyzes the knowledge about energy in high school physics; 2, by comparing the energy related knowledge in the teaching syllabus and curriculum standard request, and the proportion of the energy are illustrated in several versions of the teaching materials of knowledge, put forward the feasibility of the teaching strategy; 3, the research on the rules of the college entrance examination of the knowledge about energy, put forward the teaching strategy; 4, study the energy related knowledge in bayinnaoer city linhe district school teaching and learning in the different levels of teaching situation, and puts forward the teaching strategy; 5, through the analysis of the simulated test scores and experimental classes transverse and longitudinal comparison, determine the effect of strengthening energy concept teaching.