Research On Difficult Problems In High School Electrical Experiment Teaching And Research On Breakthrough Strategy

The electrical experiment is one of the key contents of the college entrance examination.It has been attracting great attention in physics examination questions in high school.It has been a hot topic in the college entrance examination.The key is that electrical experiment is an important button for successive theoretical knowledge and practical application.Electrical experiment can not only systematically examine students' basic knowledge of electricity,but also comprehensively examine students' abilities of logical reasoning and analyzing problems,and at the same time,cultivate students' careful,meticulous and meticulous way of thinking.However,when we go into school and go deep into the classroom,we can find that the teaching effect of high school physics electrical experiment is not satisfactory.Students' mastery of electrical experiment is not ideal.There are many urgent problems to be solved in teaching.The knowledge system related to electrical experiments is complicated and complex,the content is more abstract,the test questions are more flexible,and the method of solving the problem is changeable.Teachers generally reflect that electrical experiments are difficult to teach,and the progress of teaching is slow.Even in the knowledge points often emphasized in the classroom,students are still slow to react.Students generally reflect electrical experiments difficult to learn,even in class understanding,but because of inflexibility in thinking,the examination of electrical test problems is still difficult to solve.In order to solve the difficulties in the teaching of physics experiment in high school physics,and ensure the effective implementation of the electrical experiment teaching,this paper takes the teachers and students in a rural middle school in Y i bin County of Si chuan Province as the object of investigation.Through questionnaires and interviews,four investigations were conducted.First of all,I investigated the cognition of the teachers and students in their high school physics experiments,respectively.Secondly,from the perspective of teaching and learning,I further compared the cognitive differences between teachers and students in electrical experiments.Then,through the electrical experiment related tests,I compared the grasp of electrical experiment between the senior class,the key class,the third grade,the ordinary class,the key class and the tutorial class.Then,based on the statistical results,interview consultation and practical experience of the author's teaching,the causes of the difficult problems in high school physics experiment teaching were analyzed.The causes of the difficult electrical experiment can be summed up to the following four points:(1)the physical content is caused by itself;(2)Defects of teachers' operating level;(3)Students have difficulties in the application of knowledge extension;(4)School hours are less and teaching facilities are scarce.Based on the above causes,combined with the basic methods of physical experiment teaching,I believe that for the difficult problems of high school physics electrical experiment,we can make breakthroughs in the following aspects:(1)The teacher prepares the lesson carefully,excavate the student potential level;(2)Cultivate the students' experimental ability and emancipate the fixed thinking pattern;(3)To guide the students' learning methods and to cultivate good learning habits;(4)To create a good classroom environment and stimulate the active interest of academic autonomy;(5)Encourage students to break the psychological barrier of learning physics.Through the investigation of the difficult problems in the physics experiment teaching in high school and the research on the breakthrough strategy,It can not only help teachers improve the experimental teaching methods,but also promote the students to understand the principles and rules of physics experiments.Therefore,the work can not only enhance the effective teaching of physics experiments in high school,but also have important guiding significance for the promotion of students' thinking development.