Application Of Literary Language In Physics Teaching

With the deepening of the new curriculum reform,the traditional physics teaching mode can obviously no longer meet the requirements of diversified teaching.The new curriculum standards also require teachers to focus on the all-round development of middle school students,and pay attention to the cultivation of basic scientific literacy,but also to the improvement of cultural quality.Physics course is relatively logical and the physics concept is also relatively abstract.It is a challenge for junior high school students to learn physics well.Teachers of physics discipline need to constantly explore and innovate the teaching modes that are more acceptable to students from the perspective of students.The application of literary language to middle school physics curriculum is an innovation of teaching mode.This paper is under the background of curriculum reform,under the guidance of interdisciplinary penetration teaching theory and cognitive structure transfer theory,combined with the characteristics of literature language and junior middle school physics,for the application of literature language in junior middle school physics teaching:First,the research purpose is to use the literature language to increase the physics curriculum,improve the students 'imagination,enrich the literature language,broaden their knowledge,use the literature language to break the physics teaching difficulties,improve the efficiency of physics curriculum,use the literary language to enrich the teaching methods,improve students' comprehensive quality,use the literary language to improve the physics curriculum with Chinese characteristics.Second,the main research contents include: the definition of relevant concepts,theoretical basis,the investigation of the application status of literature language in middle school physics teaching,the application principles,links,example analysis and summary and prospect of literature language in middle school physics teaching.Third,the research methods adopted in this study are: literature research method,interdisciplinary research method,interview method and questionnaire survey method.The interviews were physics teachers in junior high school,while the questionnaire survey was junior high school students.Further analysis of the survey results can have a clear understanding of the application of literature language in junior middle school physics teaching.Fourth,the research conclusions are: 1.Through the interview of physics teachers,the following conclusions: physics teachers are positive about introducing literary language of poetry,idioms and sayings as teaching resources into junior middle school physics classroom;most physics teachers have tried to introduce literary language to assist their teaching in their classroom;physics teachers think that literary language and physics concepts have the same place and closely related;teachers also encounter certain difficulties in introducing literary language in physics classroom,and the requirements for the teachers are high.2.Through the questionnaire survey of the students,most students like literary language and are interested in literary language;students support the literary language related to the knowledge of physics in junior middle school;students believe that literary language and physics knowledge are related,and can be integrated to help understand physics concepts;students are exposed to literature language.