一般情况下,初二学生刚开始学习物理时,对物理有着浓厚的直接兴趣,但是随着学习进程的延伸,就逐渐产生物理难学的感觉,特别是学到压强,浮力部分内容时,开始出现分化,掉队现象。分析其原因,这确与物理学习本身要求的思维层次较高有关,对于学生来说,要积累丰富的物理表象,形成物理意识,建立新的思维模式,并能运用符号系统进行量的分析也确实需要一定的过渡过程。但是,教师在课堂教学中,如何突出初二物理启蒙教育特点,也是值得重视的问题。 Under normal circumstances, when the first two students started learning physics, they had a strong direct interest in physics. However, with the extension of the learning process, they gradually developed a feeling of physics that was difficult to learn, especially when they learned some of the pressure and buoyancy. Differing and falling behind. The reason for this analysis is related to the higher level of thinking required by physics learning. For students, it is necessary to accumulate abundant physical representations, form physical consciousness, establish new modes of thinking, and use symbol systems for quantitative analysis. It does require a certain amount of transition. However, teachers in the classroom teaching, how to highlight the characteristics of physical education in the second day of the physical education, but also worthy of attention.