Research On Teaching Strategies Of Introducing New Physics Courses In Senior High School

Physics is a natural science that studies physical phenomena and their changing rules,and physics teaching at different stages also has its own characteristics.Taking physics teaching in senior high school as an example,physics knowledge is relatively abstract and obscure,which requires students’ logical thinking ability,reasoning ability,practical ability and spatial imagination ability.Many students are afraid of difficulties and lack interest and enthusiasm in learning new physics courses in senior high school.Especially after the implementation of the "3+1+2" new college entrance examination mode,the status of physics has become higher,and many students have passively changed their major direction because of their unsatisfactory physical performance.Therefore,how to reduce students’ learning difficulty,stimulate students’ interest in learning,effectively improve teaching quality and cultivate students’ comprehensive quality in physics has become one of the difficult problems to be solved in the new physics course teaching in senior high schools.The introduction of new courses refers to changing the abstract into concrete,boring into vivid,reducing the difficulty of content learning,stimulating students’ curiosity,building a bridge between old and new knowledge and making a better transition to new course learning in the first 3-5 minutes of new course teaching through diversified teaching methods.Through theoretical and practical teaching verification,high-quality lead-in teaching can really improve the teaching quality of new physics courses in senior high schools,enable more students to accept new knowledge more quickly and accurately,and complete the consolidation of old knowledge,and the comprehensive quality related to physics has also been significantly improved.In order to solve this problem,many schools and teachers begin to attach importance to the introduction of new physics courses in senior high schools.Firstly,this paper introduces the research background,research status and related cognitive theories of new curriculum introduction.Then,the present situation of the introduction of new physics courses in Mudanjiang A senior high school was investigated by questionnaire.Through the analysis,it is found that there are the following main problems in the introduction of new physics courses in senior high schools: first,teachers fail to fully understand the learning situation and respect the students’ subjective status in the process of introducing new physics courses;Secondly,the source of materials used by teachers in the introduction of new courses is single,which leads to serious formalization of the process of introducing new courses;Third,teachers lack the knowledge and skills to learn and improve the introduction of new courses,and some teachers themselves do not attach importance to the introduction of new courses.In view of the existing problems,this paper puts forward the following strategies: first,at the teacher level,teachers should fully understand the learning situation when preparing for the introduction of new courses;Teachers should take students as the main body in teaching,teach students in accordance with their aptitude and adopt diversified guidance modes;Teachers should also constantly learn and summarize the relevant knowledge and methods of new course introduction teaching,and improve their own guidance level.From the aspect of schools,schools should strengthen the training of on-the-job teachers’ guidance skills;Schools should also improve the existing teaching evaluation mechanism and include the guidance link in the evaluation.In the case study,this paper finds that the optimization and implementation of the new course introduction teaching link can effectively improve students’ interest in learning,classroom concentration and academic performance.The research work in this paper is expected to provide some reference for physics teachers to introduce new courses.