Using Visualized Teaching To Promote The Teaching Practice Of Junior College Students’ Physical Reverse Thinking

This paper takes the compulsory education physics curriculum standard as the background and aims to improve the students’ innovative ability.It also studies the teaching practice of visual teaching to promote the physics reverse thinking in junior middle school.This article is based on constructivist learning theory and brain science.It uses visual teaching to guide students to exercise their thinking ability by drawing knowledge structure maps,knowledge network maps,and mind maps.Help students break through the limitations of thinking and improve their ability to analyze problems and solve problems.In order to improve students’ innovation ability.Through literature research,we learned about the current research status of reverse thinking,reverse thinking in physics teaching,and visual teaching.Through questionnaires,we learned about the current teaching situation of students in practice schools and students’ understanding of reverse thinking,and quantitatively analyzed the situation.Then,from the three aspects of environmental factors,mindset and school teaching conditions,qualitative analysis of the factors that affect junior high school students’ reverse thinking.Based on the survey questionnaires and the analysis and analysis of the factors affecting junior high school students’ reverse thinking,a teaching strategy using visual teaching as a teaching tool to promote the physics converse thinking of junior high school students was formulated;in the course of classroom implementation,the physical laws were analyzed first.With concepts,physics experiments and physics exercises,choose the teaching content that is suitable for using visual teaching to train junior students’ physics reverse thinking.After selecting the teaching content,formulate the teaching plan,guide the society to use reverse thinking to solve the problem,and compare the class that the writer has studied.The results of the monthly,mid-term and final exams test the effectiveness of teaching practices.In order to be more pertinent,the author designed a physical inverse thinking test under the guidance of the tutor,and chose a grade that differed from the grades the author taught.Little class as a control classThe practical conclusion: Through the student’s three tests using SPSS software for comparative analysis,it is found that each test score is improving,indicating that the use of visual teaching to train students in reverse thinking,play a significant role in the student’s academic performance,and will be three times The results of the pie charts analysis showed that the score distribution was biased toward the high score segment.Finally,under the guidance of the tutor,the author compiled a set of questions on physics reverse thinking with the assistance of colleagues and chose to teach with the author.Classes with similar class performance as the control class for this test will test the paper in two classes.The results show that the experimental class is significantly higher than the control class.The teaching practice was relatively successful,and it has played a role in promoting and improving the students’ performance and physical thinking ability,and initially achieved the expected results.