How to use the electronic whiteboard to make good physics experiments? Zhou Guangyu’s physics experiments are one of the important means of physics teaching. However, due to the limitations of objective conditions such as time and space and the factors of the instrument itself, some experimental results are not ideal. . If multimedia simulation is used to assist physical experiments, it will play the role of intuitive image, repeated reproduction, size, distance, time and space, movement and stillness, and speed can be adjusted. For many physical experiments, if animation simulation experiments are used and macroscopic phenomena are microscopically made through multimedia video courseware, students can see phenomena they want to see but cannot see, stimulate students' interest, and improve classroom efficiency. The Ministry of Education proposed in the "Basic Education Curriculum Reform Outline (Trial)": "Vigorously promote the universal application of information technology in the teaching process, promote the integration of information technology and subject courses, and gradually realize the presentation of teaching content and students' learning styles. , the transformation of teachers' teaching methods and teacher-student interaction methods, giving full play to the advantages of information technology, and providing a rich and colorful educational environment and powerful learning tools for students' learning and development. "Reasonable use of multimedia teaching technology can optimize experimental teaching. process to improve teaching effectiveness. 1. Make reasonable use of multimedia and physical projection to improve the visibility of demonstration experiments. In physics experiment teaching, we often need to do some demonstration experiments to provide students with objects for observation and require students to observe purposefully. However, Due to the low visibility of some demonstration experiments or due to environmental conditions, observation is only reserved for students in the front row, while students in the back row can only watch the excitement. The use of multimedia can improve the visibility of demonstration experiments and cultivate students' attention. Quality, for example, when the teacher teaches the lesson "Experiment of measuring the resistance of small light bulbs by voltammetry", the physical wiring according to the circuit is the difficulty of this lesson. Because the experimental circuit is relatively complex, the teacher often demonstrates the circuit before class. Physical connection method, but because the physical demonstration is not intuitive enough, students often cannot see it clearly. Therefore, various circuit failures are prone to occur during the experiment, and circuit equipment is easily burned. If multimedia courseware is used for demonstration. Not only can teachers connect easily, students can see more clearly, and there are far fewer failures during experiments. In actual teaching, physical projection can also be used to enlarge the experimental equipment to enhance the experimental effect. For example: In an experiment to study the effects of molecular motion speed, we placed beakers containing water at different temperatures on a physical projection demonstration platform, and dropped a drop of red ink into each of the two cups of water. The diffusion process of the red ink in the two cups of water. It is displayed very clearly on the big screen, and every student can see the experimental phenomenon very clearly. Another example: the experiment of observing the electric energy meter. The data on the electric energy meter is relatively small, and the rotation of the dial after the electric energy meter is connected to the circuit is not easy to see clearly in the demonstration experiment. This problem can be easily solved by using physical projection. Connect the electric energy meter to the circuit and place it on the physical projection demonstration platform. By adjusting the magnification, all students can clearly see the dial data and observe the experimental phenomena. 2. Use successful videos to allow students to observe experimental phenomena that are not easy to observe. Physics is a natural science based on experiments, and intuitive teaching plays a very important role in the physics teaching process. Traditional intuitive teaching is mainly carried out by using demonstration experiments, teaching models and teaching wall charts. However, these means have major limitations, such as some with low visibility; some demonstration phenomena are fleeting; some are limited to conditional demonstrations with poor results; students' understanding of many physical knowledge cannot be fully based on intuitive perception. . We can increase students' perceptual knowledge and strengthen their understanding of knowledge by using videos to play some successful experiments that are not easy to demonstrate in class. For example: The Toricoli experiment was done with mercury. Some students will ask what will happen if this experiment is done with water? This experiment cannot be demonstrated under normal circumstances. We can demonstrate the experiment done by the researchers through the video prepared by the People's Education Press. By observing the water column that is higher than a three-story building, it greatly deepens the students' understanding of atmospheric pressure. Another example: when learning about changes in the state of matter, it is difficult for us to directly observe fog, rime, frost, snow, hail, clouds, rain, and dew in the classroom. Therefore, we use video to condense these natural phenomena into a few-minute film and show it to students in class to solve this problem.
When teaching voltage and current, students cannot clearly see or touch current and voltage, and it is difficult to understand. We use FLASH to create corresponding courseware to show the process of directional movement of electric charges to form electric current. The magnitude of the current intensity is displayed in different scenarios. In front of students, use analogies to compare current and water flow, voltage and water pressure, so that students can easily understand this knowledge point. The display of courseware not only provides students with things they have never touched before, but also creates conditions for direct perception and observation of these things or phenomena. Visualizing abstract laws and concepts highlights the key points and essential attributes of things, making it easier for students to observe and form representations. Using multimedia, students can not only receive a large amount of teaching information through observation, audio-visual and human-computer interaction, but also gain a clear and pleasant experience. The animation pictures are vivid, and the pictures, sounds and texts are coordinated, which greatly mobilizes students to actively participate in teaching. The rational use of multimedia-assisted teaching can make the classroom lively and lively, allowing students to learn in a relaxed and joyful atmosphere, absorb knowledge quickly, and achieve high classroom efficiency. With the assistance of multimedia technology simulation experiments, the microscopic world, complex physical phenomena and physical processes can be simulated, abstraction can be transformed into concreteness, complexity can be transformed into simplicity, and intuitive and dynamic scenarios can be created. It can stimulate students' interest in learning physics to the greatest extent. 3. Pay attention to the practicality of multimedia and use multimedia teaching courseware to visualize abstract concepts. Some physical phenomena and processes in junior high school physics knowledge are difficult for students who are new to physics to imagine. It is difficult for students who have no perceptual knowledge to describe it simply by using language. Form a clear concept in your brain. These knowledge points often become learning difficulties for students, and multimedia-assisted teaching courseware plays an important role in helping students understand and master physical concepts and laws. We can use multimedia to visualize abstract rules and concepts and help students get rid of thinking barriers. For example: Many students have difficulty understanding the formation and propagation process of sound waves. We use flash tools to make a demonstration courseware that vividly simulates the vibration of a tuning fork and amplifies the density changes of molecules in the air to show students an intuitive sound wave formation process. , which greatly reduces the difficulty of this knowledge point and promotes students' understanding of the formation and propagation process of sound waves. The phenomena of light reflection and refraction, the principle of plane mirror imaging, the fission and fusion phenomena of atomic nuclei, the magnetization process of magnets, etc. can all be used in this way to make abstract principles vivid and easy to understand. 4. We must grasp the auxiliary nature of multimedia, and computer teaching courseware cannot completely replace physics experiments. With the development of modern information technology, teachers are very enthusiastic about learning and using multimedia for teaching. However, multimedia is only an auxiliary tool, so the application It must be timely, appropriate, scientific and reasonable to avoid self-defeating. The characteristic of the physics discipline is that conclusions are drawn through the observation of experiments and summary through discussion. In this process, through observation and hands-on experiments, students can gradually master observation, experiment, analogy, comparison, conversion and other methods. The most important thing is that through experimental activities, students' hands-on ability, analysis and generalization ability and other abilities can be improved. If some experiments are made into animated courseware using multimedia, and the teacher demonstrates the experimental process on the screen during class, the experimental effect will be very obvious. On the surface, it seems that it is easier for the teacher to teach. The teacher points and talks on the screen, and seems to explain the experimental process clearly, and the conclusion is also very clear. However, students do not have the opportunity to use their hands and brains, and a good opportunity to explore and learn becomes an electronic version of the cramming teaching process. Therefore, in physics teaching, multimedia-assisted teaching courseware cannot completely replace actual physics experiments. When designing the teaching process, we should produce or select excellent and suitable teaching courseware, make experiments that are difficult to complete in the classroom through the existing experimental conditions into teaching courseware, and apply multimedia appropriately. This can not only enrich teaching methods, greatly simplify the complexity of teaching links, save teaching time, and increase the amount of information per unit hour, but also make teaching activities more lively and interesting, and can also mobilize students' subjective initiative in learning. The application of auxiliary teaching methods mainly based on multimedia cannot dominate the teaching, let alone make individual teachers dependent. We cannot lose the basic skills or deemphasize the basic skills just because there are multimedia-assisted teaching methods.
Although computers have unparalleled advantages over other means in identifying, analyzing, judging and synthesizing information, they are only an auxiliary tool in physics teaching. They can neither replace teachers nor experiments. No matter how advanced machines are, they cannot replace the knowledge exchange and emotional integration between teachers and students in the classroom. Teachers are the designers, organizers, and teachers of the teaching process and the planners and controllers of advanced media. If the teacher is compared to the "director" of the teaching process, and modern media can only be regarded as "props", the director uses advanced props to fully tap the potential of the "protagonist" of the students, so that they can acquire knowledge and improve their abilities. At the same time, multimedia cannot replace physical experiments. Physical experiments are an important basis for discovering physical laws. They can truly reproduce the inventions and discoveries of scientists and cultivate students' scientific attitudes and experimental abilities. Therefore, simulated experiments cannot completely replace real experiments. The principles of physics teaching are to put the cart before the horse. Practice has proved that today, as modern educational technology and education continue to spread, we should choose appropriate audio-visual teaching equipment to provide greater help and support for physics experimental teaching. We should actively explore the relationship between auxiliary teaching and actual experimental teaching, and find more and better applications of multimedia information technology education in physics experimental teaching. Give full play to the advantages of multimedia teaching, effectively improve the quality of teaching, and truly play the unique role of physics experimental teaching in improving students' scientific literacy and cultivating students' innovative abilities. It is necessary to organically combine traditional teaching methods with multimedia-assisted teaching, use them in a timely manner, learn from each other's strengths, and optimize the teaching of physics experimental courses. Through the integration of information technology and physics course teaching, it can stimulate students' interest in learning physics subjects, enhance their awareness of participation in class, and improve students' experimental understanding and practical abilities. The integration of information technology and physics course teaching can spur our teachers to further improve classroom teaching, make the teaching process more scientific, help teachers grasp and use time more rationally in the classroom, attract students' attention, and make students more engaged in class. Accept and master more knowledge and improve the efficiency of physics classroom teaching.