1 overview of thinking ability
"Ability refers to the personality and psychological characteristics that a person must have to successfully complete an activity, and it is the sum of the necessary conditions for successfully completing an activity". Cultivating students' ability to impart knowledge is an important task in physics teaching. With the rapid development of modern science and technology, the teaching method based on imparting knowledge can no longer meet the requirements of modern education, so we must attach importance to the cultivation of students' ability in physics teaching.
1. 1 the meaning of thinking ability
The so-called "thinking ability" refers to the ability to think deeply about problems, accurately grasp the nature and law of things, and not be confused by superficial phenomena and various disturbances. [2] The higher this ability is, the more active and effective it is to learn new knowledge, and the stronger the ability to solve practical problems with what you have learned.
In terms of cultivating students' thinking ability, junior high school physics curriculum standards have clear requirements, that is, "physics curriculum should change the tendency of overemphasizing knowledge inheritance, let students experience the process of scientific inquiry, learn scientific research methods, and cultivate students' lifelong exploration fun, good thinking habits and initial scientific practice ability." " [3]
1.2 the present situation and analysis of basic education in cultivating thinking ability
With the release of new curriculum standards, the slogan of quality education has been clearly put forward, and educational leaders have gathered all kinds of educational talents to find a way out for education in China. Some teachers also realize that the original indoctrination teaching needs reform. However, the new teaching mode is now a mere formality. Even if the inquiry teaching mode and inquiry learning are adopted, it is usually the teacher who defines a framework for students' thinking, and it is difficult for students to jump out of this formula. The traditional cramming teaching mode and boring teaching methods are still the main body, and the development of students' thinking ability is seriously hindered. How to implement real quality education still has a long way to go.
Since I joined the work in 2000, I have been a physics teacher and head teacher. In seven years of teaching, I systematically investigated the present situation of students' thinking ability in Changde No.3 Middle School. In June, 2006, I summarized the ideological status quo of students in Changde No.3 Middle School and related reasons. Taking Class 279, Class 282 and Class 283 in Senior Three as survey samples, the survey indicators were divided into five grades.
Survey time: September 2006-June 2006+June 2006.
Survey location: Changde No.3 Middle School
Survey methods: correcting homework, questionnaire survey and discussion between teachers and students.
Respondents: Class 279, Class 282 and Class 283 in Senior Three.
Findings:
Table 1 Performance of Students' Thinking Ability
very strong
strong
ordinary
conflict
Very bad
Chu 279
8%
15%
40%
20%
17%
Chu 282
4%
10%
40%
20%
26%
Chu 283
4%
6%
25%
35%
Thirty percent
In the above table, Class 279 in junior high school is a class with good students in the third grade group, while Class 282 and Class 283 are ordinary classes. It can be generally seen from the data in the table that the overall level of students' thinking ability is poor. The survey results also reflect the current overall level. From these typical students, we can see the level of sexual thinking ability of most students at present. Both teachers and students have problems.
(1) teacher
(1) Most teachers attach importance to imparting knowledge and mechanical training, while classroom teaching seriously ignores students' independent thinking innovation;
(2) The educational concept and thought have not changed from "exam-oriented education" to "quality education";
(3) In terms of teaching methods and teaching modes, Bo tends to be single, and he is afraid to learn and learn from new teaching and research achievements for the senior high school entrance examination.
To be on the safe side, teachers dare not adopt diversified teaching methods to meet the needs of students' independent thinking.
(2) students.
For a long time, due to the influence of education, students learn physics by doing more questions and immersing themselves in the sea of questions, just like most reference books are named "The Sea of Questions". In order to get good grades in the exam, what students do most is to recite formulas, laws and theorems, and polish the same calculation problems repeatedly, and finally achieve the effect of getting high marks in the exam. Under the traditional teaching, there is often a set of fixed thinking mode to frame students' thinking within the mechanical thinking boundary, and students' ability to think independently is also rigid, which develops the inertia and dependence of thinking over time.
(3) Education system
There are still great problems in the reform of the education system. Although the new curriculum standard advocates quality education, the evaluation of schools by superiors is based on the standard of qualified rate, excellent rate, enrollment rate and average score. The ranking of schools is also determined by the scores of various senior high school entrance examinations and entrance examinations. The difficulty of school enrollment also depends on the enrollment rate and ranking of the school. But now the exam is still an exam, and all the students are heroes on the test paper. Therefore, there is still a certain degree for schools to really implement quality education. And most teachers are used to that kind of teaching, quiet classrooms and diligent students.
In the above table, students in ordinary classes have low thinking ability, especially teachers generally think that such students have poor foundation and there is no need to cultivate their thinking ability. They are only required to remember some important concepts and formulas, and those with good memories are the strong ones, so their overall thinking ability level is the worst.
Through my long-term investigation and personal experience in my student career, I found that the inadaptability of China's basic education in cultivating students' thinking ability is mainly manifested in the following two aspects:
(1) treat students as "containers" of memory.
In our basic education, we pay too much attention to memory, and always think that learning is to absorb knowledge, while keeping all the knowledge in our minds is considered as what we have really learned, just like the quality examination of CCTV Young Singers Grand Prix. Quality is who remembers more knowledge.
There is such a contrast: American students who won medals in the Olympics and physics are not as good as China students, but China people who won the Nobel Prize are far worse than Americans. The fundamental reason of American schools is obviously to cultivate students' ability. Efficiency-oriented Americans think and innovate with their brains instead of counting data and storing knowledge. In our education, it is the knowledge legacy left by our predecessors that is accumulated and studied as the learning content of the vast majority of students, so that the students' brains become the containers of memories, so that there are too many prodigies in China who can recite hundreds of digits behind the decimal point of pi, go to TV and newspapers.
(2) Students are passive recipients of education.
In primary and secondary education, giving full play to students' initiative has always stopped at words. In the educational environment, teachers expect students to behave like adults for various reasons, but they dare not let them do it themselves or underestimate students' ability. This kind of "animal training" education leaves students no room for thinking. Over time, students have become accustomed to receiving knowledge from teachers step by step, and there is no longer a "why" in their minds.
To sum up, there are still many problems in cultivating students' thinking ability in teaching in China, and classroom reform is imperative.
2 measures to cultivate thinking ability
In view of the above problems, I think the following measures should be taken in middle school physics teaching to cultivate students' thinking ability.
2. 1 Carefully design classroom questions to cultivate students' thinking ability.
Thinking begins with problems. If students' brains are compared to a pool of calm water, then teachers' targeted and enlightening classroom questions are like a stone thrown into the pool, which can arouse students' thinking waves, enlighten students' hearts, open students' thinking and make them in the best thinking state. In teaching, teachers should ask questions from different angles, levels and requirements according to teaching needs, guide students to think and better understand the content of learning. In this way, students can develop their thinking ability and improve their flexibility and creativity while mastering knowledge.
2. 1. 1 Design situational questions to stimulate students' enthusiasm for thinking.
The teaching of general physics is closely related to the content before and after. The so-called "review old knowledge" means that before teaching new knowledge, we should consciously review related old knowledge, design some interrelated enlightening questions and predict new topics, so as to stimulate students' thirst for knowledge, make them eager to "find out", consciously or unconsciously start their own thinking, and then gradually elaborate relevant knowledge points, so that students can give full play to their own.
For example, let's take the section of "gravitational potential energy" as an example. If the following insights are introduced, students' thinking will be more easily mobilized:
Scene 1: 200 1 mir space store crashes and causes a fire. Q: What caused the surface temperature of the "space station" to reach the ignition point, and where did the energy come from?
Scene 2: The working scene of the pile driver. Q: Is the falling height of the heavy hammer related to the pile entering the deep bottom of the soil?
Scenario 3 "Release ping-pong balls and iron balls from the same height and throw them into the sand pool below. Q: Are these two balls at the same depth? If not, who will get deeper?
Situation 4: Put a brick on the table and ask if it has potential energy. If so, how much should it be?
First of all, we show these scenes, so that students can have a picture in their minds and produce one question after another, and then guide students into the questions, which can be inspired at an appropriate time or let them discuss in groups. Facing the situation, students' thinking will be more easily mobilized, so as to learn thinking methods.
2. 1.2 Design divergent questions to cultivate students' thinking flexibility.
In the process of teaching, many students have reflected to me a problem that has been bothering them for a long time, that is, "I can understand in class, but I can't understand the problems." The reason is actually the lack of flexibility in thinking. By comparing the problem-solving process between top students and underachievers, it is found that top students can produce different ideas from the information source of the same problem. Once an imaginary thinking is blocked, students can immediately change their thinking mode. However, the ideas of underachievers from the information sources of the same topic are not only single but also slow, and often "go all the way to black". We often say that letting these students "open their minds" is to cultivate their flexibility of thinking. Therefore, in the usual classroom teaching, teachers should purposefully design some divergent questions according to the same question, explain some varied exercises, and let students try to practice answering a question in various ways, so as to enhance the divergence of thinking and the intersection of knowledge, and enhance the universality and flexibility of thinking.
For example, when we talk about pinhole camera in the section of "Straight-line Propagation of Light", the teacher can introduce the development history of the camera, and compare that the camera used to be called "pinhole camera" and now it is usually called "pinhole camera". What is the use of this change? What does pinhole imaging mean? What is the essence of imaging: can the hole be bigger? How far can it go without this?
In the process of explanation, we should constantly guide students' thinking and give them the opportunity to ask questions. The modifier in front of the lens is changed from pinhole to pinhole, which makes the size of the hole referred to more accurate than before, because pinhole and big hole are relative, there is no clear reference, and the size is difficult to measure, while common needles have the feeling of accurate size. Guide students to think from the size and shape of pinholes, deepen their thinking step by step, improve their thinking quality step by step, and let students ask questions from multiple angles and levels to develop their thinking. The depth and differences of students' questions on this topic are the criteria to measure the success of this teaching.
2. 1.3 Design to explore problems and improve students' thinking.
"Inquiry is actually discovery. Teachers induce students to participate personally through successful inspiration. After the inquiry activity, students actively discover concepts and laws. In the process of inquiry, students not only learn knowledge, but more importantly, learn the process and method of acquiring knowledge. " [4] Einstein once said: "It is often more important to ask a question than to solve it." In the process of teaching, teachers should avoid "cramming" teaching. Under the premise of fully grasping the key points and difficulties of the textbook, teachers can carefully design a series of questions that go from shallow to deep, step by step, and ask questions in turn in class, so that students can answer them one by one along the questions and gradually deepen their thinking.
For example, when teaching the experiment of measuring resistance by voltammetry, we can explain that the voltage and current measured by voltmeter and ammeter can be used to calculate the resistance of the resistance to be measured, and then ask students whether they can measure resistance by ammeter or voltmeter. If yes, what equipment do you need? How to measure? Next, let the students design the scheme and draw the circuit diagram.
The design of classroom questioning directly or indirectly determines the development of students' thinking ability. In teaching, teachers should not only carefully design questions before class, but also give students the opportunity to think and exercise independently and inspire students to think more. Teachers should analyze students' opinions, fully affirm correct opinions and be good at summarizing wrong opinions, so that students' thinking can be deepened and tempered under the guidance of teachers.
The essence of doubt-induced thinking is to use suspense to arouse students' thinking. Every question in the classroom must be carefully prepared by the teacher, interlocking, so that students have a state of mind to listen to every sentence, while thinking, exploring and seeking, thus promoting the development of students' thinking.
2.2 stimulate learning interest and motivation, and cultivate students' thinking ability.
Successful teaching needs not coercion, but a door to stimulate students' interest and consciously start thinking. Students' interest is an emotional intention of students to know the world hard, eager to acquire cultural and scientific knowledge and constantly explore the truth. "Learning motivation is an internal motivation that directly urges students to become students, and it is a psychological state that satisfies personal material and spiritual needs and is eager to understand and know the world. Interest in learning is an important psychological component of learning motivation, which can promote students to consciously explore knowledge and actively think about problems. " [2] Only students with high interest in learning and proactive thinking can achieve good learning results. In teaching, we can often tell some stories related to the content or do some interesting experiments to stimulate students' desire to explore and mobilize their active thinking. At the same time, teachers can make full use of existing network resources and inject new enthusiasm into students by using new things.
2.2. 1 Introduce the allusions of physics to stimulate interest in learning and cultivate thinking ability.
Example 1: When talking about atmospheric pressure, you can first bring students into the classroom with experiments, ask them to try to pull the instrument that puts the two hemispheres together on the podium, and vacuum the interior, and then tell the students the classic Madeleine hemisphere experiment. In this classic experiment, two iron balls were put together and fifteen horses were not pulled apart. Starting from here, why should students be guided to vacuum the inside of the ball? Why can't you pull the hemisphere open with such a big force?
In this experiment and allusion, students may wonder why the two hemispheres together can't be separated with such a great force. Is there any external force? Why do you vacuum the ball? What will happen if there is no vacuum?
Teachers should constantly ask questions, guide students to think, put forward their own opinions and questions, and stimulate students' interest, so as to make boring theories lively and interesting and develop students' thinking.
Example 2: In * * * Ming (vibration) teaching, teachers can tell the story of Napoleon's army crossing the bridge because of an urgent March, so as to attract students' attention and ask students why the urgent March on the bridge will cause such a result. If many people walk on the bridge, should we avoid rushing to March?
Here, teachers should guide students to think about why the urgent March will lead to the destruction of the bridge. Would it be like this if it weren't for an urgent March? So what is the principle? Students may also explore the principle of sound (vibration) by thinking about such a series of problems.
2.2.2 Demonstrate lively and interesting experiments to stimulate interest in learning and cultivate thinking ability.
In the teaching of free fall, objects with different weights (slightly different in weight and volume) are first released at the same height. Intuition tells us that objects with large weight and small volume fall faster than those with large volume and small weight. When do you watch autumn? Then wrap the two objects together and loosen them to see how long it will fall. Then demonstrate the previous experiment in vacuum with Newton tube. After the demonstration, students will find the contradiction between the concepts of knowledge and physics, thus stimulating their interest in learning and mobilizing their own thinking. At the same time, the teacher also laid the foundation for the later teaching and created a good atmosphere.
2.2.3 Use network resources to stimulate learning interest and cultivate thinking ability.
With the explosion of information and the rapid development of internet, teachers can make full use of network resources in qualified schools to cultivate students' thinking ability. Internet is a new thing, and students are very interested in it. At the same time, multimedia teaching is more vivid and can stimulate students' interest. Making boring teaching lively is also a new situation of quality education. Use network resources to challenge traditional teaching, make multimedia courseware, use FLASH to stimulate students' interest, reverse the situation of passive thinking, mobilize students' interest to the maximum extent and cultivate students' thinking ability.
In this teaching process, students will increase their interest in physics, which is not a simple formula ocean, but a kaleidoscope. Physical concepts are not artificially created or obtained by mathematical operations, but are scientifically abstracted from natural phenomena. While imparting physical knowledge, cultivate students' scientific thinking ability.
2.3 Through analogy and association, it is difficult to make things easy and cultivate students' thinking ability.
Every lesson is difficult, but the difficulty is different, so we can't let it go easily. There are many ways to break through the difficulties, depending on the specific situation.
Association can be carried out in physics, and many physical knowledge can be compared and associated with other knowledge, such as common sense of life, mathematics, chemistry, biology, philosophy, astronomy, etc., which can solve problems, broaden horizons and expand ideas. Some laws and concepts are difficult for students to understand and accept, and teachers can use this method to broaden students' thinking.
2.3. 1 analogy teaching
In the teaching of the concept of specific heat capacity, it is difficult for students to understand that C has nothing to do with the heat, mass, initial temperature and final temperature of an object, but only determines the material itself. But if compared with a familiar definition, such as density, density is the property of the object itself, and it does not change with other physical quantities of the object. With this comparison, it is easier for students to understand why the specific heat capacity c has nothing to do with m, t and so on.
2.3.2 Lenovo teaching
Association is to guide students to think of another thing quickly from one thing, including figurative association, similar association, close association, comparative association, relational association, free association and distant association.
Example 1: Metaphorical Association Teaching
Inertia is the inherent property of all things, and the inertia of objects exists under any circumstances. But many students don't understand this: inertia is the nature that an object keeps its original state of motion, so when the state of motion of an object changes (that is, when it moves at variable speed), doesn't its inertia disappear?
Faced with such a problem, it is difficult to deduce it theoretically and prove it experimentally. If teachers carry out associative teaching, they can not only get better teaching effect, but also cultivate students' thinking ability. Every student has the habit of reading, but not everyone is reading, but even at work, the habit of reading still exists; Everyone has the habit of sleeping, but not all the time. Even when studying, the habit of sleeping still exists. In the same way, an object has inertia. Even if the state of motion changes, its inertia exists, but it is not directly manifested under the action of external forces.
Through this analysis, students will no longer simply remember the answers, but also use their brains to think of easier-to-understand explanations and have a deeper understanding of this state. For other states, there may be some unique solutions.
2.3.3 Comprehensive teaching of analogy and association
In the teaching of photoelectric effect, it is difficult for students to understand this abstract theory, such as the short experimental time of photoelectric effect and the existence of limit frequency.
If we change the teaching methods, for example, let students imagine that the classroom is a big metal block, where they are free electrons and chalk is used as energy. If anyone gets ten pieces of chalk first, they can leave the classroom. At present, there are more than a dozen pieces of chalk, some more than a dozen pieces of chalk, and some pieces of chalk (different photon energies at different frequencies), but everyone is only allowed to grab one bag. Under what circumstances can students leave the classroom quickly? Under what circumstances can't students leave the classroom?
Through this setting, students' thinking can be mobilized immediately, and they can get the answer soon: students who grab more than a pack of chalk 10 can leave the classroom quickly, and students who can't grab 10 can't leave the classroom. In this way, with the help of analogy and association, they can help them to transform the images of analogy and association into physical images, which will quickly mobilize students' thinking and make a very abstract problem easier to understand, and students will not give up understanding because of difficulties. The teaching effect is much better.
Through this kind of teaching, students can transition from abstract thinking to image thinking, profoundly grasp and understand new concepts and laws through analogy and association, and also learn this analogy thinking method, thus improving their thinking ability.
2.4 through the experimental teaching, cultivate students' thinking ability.
Physics is a natural science based on experiments. Galileo enjoys the reputation of "the founder of modern scientific methodology" in the history of science, because he not only used a lot of well-designed experimental methods, but also paid special attention to the application of mathematical quantitative analysis methods, so that the experimental methods and mathematical methods were closely combined, which not only created the precedent of modern scientific research methods, but also gradually became the universal principle of scientific research. Einkitan said this achievement "marks the real beginning of physics". It can be seen that in the research and study of physics, it is very important to use mathematical methods and conduct inductive reasoning on the basis of experiments. Experimental teaching is an important part of physics teaching, and its core is to cultivate and stimulate students' positive thinking. Experimental teaching not only enables students to master knowledge and think, but also can learn scientific research methods and cultivate students' scientific thinking. Using experimental and mathematical methods to process data, students can discover physical laws through the processed data, and then guide them to make logical deduction of inductive thinking and draw the final conclusion. This kind of teaching is much better than simply asking students to memorize physical concepts. Students not only learn a way of thinking, but also make the physical concepts in their minds clearer and more impressive.