Research On The Activity Teaching Method Of Friction

Friction runs through the context of most of the high school physics and Newton's motion mechanics.Although the textbooks are scientifically rigorously explained,teachers also have many aspects and multiple interpretations in the classroom,but there are still quite a few students.Can not correctly grasp and use.The high school physics activity teaching method is based on the physics subject knowledge,and takes the activity as the carrier to enrich the classroom interest,enhance the student's subjective role,let the students experience the knowledge in the activity,and overcome the simple use of abstract symbolic learning in the usual teaching.Abstract difficult shortcomings.Therefore,this paper attempts to use the activity teaching method to carry out the teaching design and teaching practice of friction,aiming to help students understand the friction correctly,and at the same time provide a powerful exploration for the application of the activity teaching method to other physics teaching content.The author made a pre-school survey of 48 students in the first grade(3)of high school in Guilin Tianjiabing Middle School by consulting relevant literature and materials,and found that most students like the lively and interesting classroom and the understanding of friction has the wrong pre-concept.According to the pre-test,the author conducts the teaching design and classroom teaching of friction under the guidance of the activity teaching theory.After the class,the students' attitudes towards the activity teaching methods and the mastery of the classroom knowledge are investigated,and the classroom records and survey results are analyzed.The results of the study show that most of the students are able to participate in class discussion and thinking,and the pre-concept of some errors in friction is basically eliminated.But at the same time,it is found that for some knowledge points with theoretical analysis,high difficulty and large knowledge capacity,it is more suitable to adopt meaningful language acceptance learning methods;but for abstract,operational and less difficult knowledge points.The activity teaching method can be adopted,and the abstraction can be used as an image to enhance students' perceptual knowledge and learning confidence.Therefore,not all knowledge points are suitable for active teaching methods.