As a new teacher, we need strong classroom teaching ability. Writing teaching reflection can sum up many teaching skills in the teaching process, so what kind of teaching reflection is good? The following is my reflection on physics teaching in Grade 8 for reference only. I hope it will help you.
Reflection on physics teaching in the eighth grade of junior high school 1 "convex lens imaging law" is a difficult point in physics teaching in junior high school. In my opinion, the teaching strategy is not whether the teacher speaks clearly and thoroughly, but whether the teacher guides the students to participate in the teaching process, actively acquire knowledge and be willing to explore. Therefore, teachers should try their best to give students the right to class activities and leave the right to speak to students. Based on this, in teaching, on the one hand, we should pay attention to the creation of problem situations, stimulate students' interest in learning and take the initiative to explore, so that students can form a positive attitude towards learning; On the other hand, we also pay attention to the infiltration of scientific research methods, guide students to speak, practice and use their brains, participate in the teaching process, and cultivate students' ability to acquire knowledge, analyze and solve problems, and communicate and cooperate. This is very different from the traditional teaching in the past. In the past, we paid more attention to scientific conclusions than to the research of scientific processes, and paid insufficient attention to the process of drawing conclusions. For example, when we used to do experiments, the teacher always listed all kinds of conditions first, and then asked the students to come step by step to see if the final conclusion was consistent with what the book said. If so, the experimental class will be finished. Although it saves a lot of time and draws a conclusion quickly, it greatly restricts students' thinking, which is not conducive to students' innovative thinking and cannot stimulate students' desire for learning.
Therefore, at the beginning of the inquiry activity, this class creates some problem situations for students, guides students to find problems, and makes students have the motivation to ask and solve problems. The process of teaching design of this course is as follows: (1) The convex lens can be enlarged and reduced to cause thinking; Students discuss in groups, design experimental schemes, and teachers give inductive guidance; Teachers and students explore together and summarize the imaging law of convex lens from experimental data; Through the application of experimental thinking and life examples, the understanding of convex lens imaging law is deepened. In the whole teaching process, teachers are guides and participants, guiding students to communicate and discuss in class, and paying full attention to the cultivation of students' various abilities in the process of inquiry.
Reflect on the problems existing in the teaching of this course and the problems that should be paid attention to in the future teaching;
1. Before class, students are required to prepare for this class. Only by making full preparations can we ensure the smooth completion of this lesson (for example, completing the purpose of inquiry; The meanings of u, f and v; The general steps of this exploration, etc. ).
2. Before exploring the experiment, ask the students to fix the lens, and then record the positions of twice the focal length on both sides of the lens with a pen to determine the range. Then, in the process of exploration, the range of object distance depends on which range the candle is placed, and the image distance depends on the range that the screen is finally accepted as the clearest.
3. There is too much guidance in the whole process, leaving students few opportunities to think and explore independently, but all students can't find the direction, so they should choose a place to put it well. Classroom teaching should promptly guide and inspire students to carry out inquiry activities. For example, the centers of candles, convex lenses and light screens can be given at the same height by information express, instead of asking students to think again. The first set of data can be completed under the guidance of teachers, and the second set of data can be completed through group cooperation, and then explore the changing law of object distance and image distance.
4. Comparing the imaging law of convex lens, it is difficult to get the imaging law directly. It is best to get the law according to the experimental phenomenon of students' experimental data in groups and combined with the imaging light path diagram.
5. In teaching, we should pay attention to cultivating students' ability to analyze and summarize laws according to experimental phenomena, cultivating students' comprehensive ability and teaching students the research methods of physical problems.
Reflections on physics teaching in the eighth grade II. I was deeply touched by the experimental teaching in one semester. As the main carrier of the curriculum reform experiment, the new textbook has a more accurate interpretation of the physics curriculum standards promulgated by the Ministry of Education, and better embodies the training objectives of "knowledge and skills", "process and method", "emotional attitude and values" and the basic curriculum concept of "paying attention to the development of all students and changing the concept of subject-based". People-oriented teaching materials, with special emphasis on moving from life to physics, from physics to society, embodying the spirit of scientific inquiry and the diversity of learning methods in every detail, and paying attention to the infiltration of disciplines and the integration of new technologies are conducive to the development of students' personality and the cultivation of all students' scientific literacy. It has been widely welcomed by teachers, students and parents of experimental schools.
Specifically, the characteristics of the new textbook are mainly reflected in the following aspects:
Knowledge content
① The content of the new textbook covers all the scientific content standards of the Physics Curriculum Standard for Middle School, and selects the basic knowledge and skills of physics necessary for students' lifelong learning. In the sublation of all the old textbooks in the past, the characteristics of "difficult, complicated, biased and old" in the past have been changed, and the selected content is typical, practical and distinctive. Moreover, the difficulty of the textbook is moderate, and there are not too many complicated calculations, which effectively reduces the burden of students' schoolwork and allows students to focus on independent inquiry learning.
② The new textbook pays special attention to the formation process of physical knowledge and the teaching of scientific inquiry methods, and cultivates students' scientific inquiry ability from many aspects such as the emergence and development of physical concepts, laws and the cultivation of physical research methods. The elaboration of knowledge and the construction of theory are obtained through scientific inquiry. For example, the concept of speed, the generation of sound, the law of light propagation and the three elements of force are not directly given in textbooks, but explored by students in autonomous learning. This not only strengthens students' understanding of physics knowledge, but also stimulates students' interest in learning and enhances their self-confidence in learning.
③ The new textbook has well implemented the concept of "from life to physics, from physics to society", paying special attention to integrating with practice. Each chapter starts with the natural phenomena that students are familiar with, deeply and closely linked together, revealing the mystery of the objective world in a way that students can accept, cultivating students' enthusiasm and interest in exploring nature, and attaching importance to both knowledge and ability. There are many examples in the textbook that come from life, which can be explained by exploring physical knowledge: "Push and Pull" on page P94, "Skydivers descend at a constant speed" on page P98, and "Mini Lab" on page P 1 16. It can be said that the new textbook is close to life and pays attention to the modernization, practicability and production application of physical knowledge.
④ The new textbook pays special attention to the coordination and integration with other disciplines, especially the correct philosophy and humanistic infiltration in physics teaching. For example, Chapter 1, Section 2, The Road to Exploration, Section 3, Standing on the shoulders of giants, introduced the history of physics and physicists at home and abroad, and the information window on page P75 introduced Newton's life. All these are very important for students to form positive and enterprising values and outlook on life.
⑤ The structural system of the new textbook is bold and interactive. The contents of "experimental inquiry", "inquiry guidance", "discussion and exchange", "please ask questions", "practical activities" and "information window" were set up, which greatly mobilized students' subjective initiative and participation consciousness and realized the optimal allocation of teaching materials resources.
Second, the ideological and cultural aspects.
① The new textbooks not only reflect the general commonness of science textbooks, but also aim at students' age characteristics, social orientation and training.
The goal is to pay special attention to the integration of humanistic spirit and natural subjects, and strive to make students become masters of their own learning, master learning methods, learn to study cooperatively, be kind to others, and face up to criticism. The new textbook has made unprecedented efforts in guiding students to form a correct view of science. The new textbook emphasizes the education of dialectics of nature, teaches students to rationally understand the world and the universe, advocates and cultivates scientific critical spirit and rigorous scientific attitude in various forms, and lays a foundation for students to learn and discover natural science in the future.
(2) Each chapter of the new textbook devotes considerable space to introducing physicists and scientific and technological achievements at home and abroad, which not only cultivates students' spirit of loving the motherland, nature and science, but also enhances students' sense of social responsibility and sustainable development.
Three. Assembly and typesetting
① The textbook is very "beautiful"-printed on 16 coated paper, with bright colors, vivid handwriting, clear printing and attractive binding. Both teachers and students say that the new textbook is easy to understand and reads more like prose.
The arrangement, expression, learning situation and activity design of the new textbook are all suitable for students' age characteristics, which is very interesting and attractive.
③ The design of all inquiry activities in the new textbook is conducive to the development of students' ability to solve problems and innovate, and to the cultivation of students' spirit of observation, thinking, hypothesis, reasoning and discovery. The teaching process extends to before and after class, which is highly operable. For example, on page 28, "How does a padlock work?" , P66 "Investigating the eyesight of classmates" and so on. Of course, the birth of any new thing will inevitably lead to problems of one kind or another. In the use of the new textbook for more than four months, we also found some possible problems and shortcomings.
1. The arrangement of some chapters in the new textbook is out of touch with students' other necessary knowledge reserves, and students can't learn to use basic subject tools such as mathematics correctly, which affects the educational function of the textbook to some extent. For example, in the fourth chapter "Lantern", it is found that students generally lack the most basic rational understanding in the teaching process. Because of the lag of mathematics teaching, the education of students' instrumental thinking and discipline connection consciousness can not get solid results. If this chapter 1 is moved to the second semester of junior high school, it may get better results.
2. Relatively speaking, the basic knowledge of the new textbook is less, and the homework of the basic questions is insufficient. In teaching, we find that some students obviously lack adaptability and cannot accurately grasp the core of what they have learned. Will this affect the connection of physics knowledge in junior high school and senior high school? It is suggested that this aspect can be strengthened.
3. The proportion of social investigation in the new textbook homework is too large and the requirements are high. Are some of them beyond the age level of junior two students? (For example, the second question on page P62 requires students to learn all the imaging characteristics of convex lenses independently after class. In addition, there are mistakes and omissions in very few places in the textbook. (For example, in the second question of P52 homework, none of the four alternative answers for kitten imaging in a flat mirror is correct. )
4. At present, teachers and students in experimental schools generally feel that the curriculum resources supporting new textbooks are quite scarce. It is suggested that the writers and publishers of new textbooks can provide more teaching resources. For example, the pictures and other materials selected in the textbook are made into CDs and distributed.
It is worthy of recognition that the new textbook, as the wisdom crystallization of all educational and scientific researchers in the process of quality education exploration, has some defects, but after all, the defects have not been covered up. One semester's teaching practice shows that the new textbook itself is a successful attempt to comprehensively promote quality education and cultivate innovative talents. It should be said that the use of new textbooks is not only an experiment, but also a bold exploration, which is of great positive significance to the deepening of quality education and the popularization of the concept of curriculum reform. As we know, the reform of basic courses in China has just started, and the construction of teaching materials for curriculum reform cannot be achieved overnight. I believe that with the gradual advancement of curriculum reform, the concept of curriculum reform has gradually taken root in people's hearts, and our new physics textbooks for compulsory education will be improved day by day.
Reflection on physics teaching in the eighth grade of junior high school III. The concept of power comes from production and life. The knowledge of power is a further extension of the concept of mechanical work, and there are many application examples in production and life. Moreover, the relationship between force and force, force and speed is the link between real life and scientific practice. We can make full use of this advantage in teaching and make abstract physical concepts have practical significance. Cultivate students' ability to apply knowledge to solve practical problems and establish correct values.
The teaching focus of this section is to make students understand the concept of power accurately and calculate the power; Will use the relationship between power and force, power and speed P=Fv to analyze the relationship between traction and speed when the power of automobile engine is constant; Try to design your own experiment to measure people's strength in a certain sport. The teaching of examples can not only make students learn to calculate with basic formulas, but also improve their understanding of average power and instantaneous power. The analysis process of motor vehicle starting problem is helpful for students to form the habit of analyzing physical process, cultivate logical thinking ability, analyze and solve problems by using dynamics knowledge and power concept comprehensively, and avoid simply applying formulas; In establishing the concept of "force", students can learn how to use the ratio method to establish new physical concepts and learn to think by learning physics research methods; Make full use of the illustrations in the book and teaching examples in life to guide students to understand the close relationship between physics and social life, which can make them feel that physics is everywhere in life and affects our life all the time, thus stimulating their interest in learning physics; By designing experiments to measure people's working ability, students can apply what they have learned and cultivate their ability to solve practical problems by using scientific knowledge.
Reflections on physics teaching in the eighth grade of junior high school: four classes have enough teaching time and can be completed in 30 minutes; The concept and main content of sublimation, the phenomenon in life and its application.
The concepts of sublimation and sublimation are mainly that even if a middle school student has seen or observed such a phenomenon, he may not know it is sublimation or sublimation, because whether there is intermediate liquid state is the knowledge that needs to be broken through in this section.
Sublimation is defined by iodine. The melting point (about 1 13℃) and boiling point of iodine are paved first, and then the iodine sublimation experiment is carried out with hot water (boiling water is the best). The effect is obvious, iodine vapor can be seen, and iodine solid can't be seen in the test tube. Heating with iodine is more convincing than the ready-made equipment in the laboratory.
In the solidification experiment, we can put the newly heated iodine into ice water, but the phenomenon is too fast, so it is not known whether students can see liquid iodine, but solid iodine particles are easy to see.
Another experiment I did, the condensation of water vapor. Mix ice cubes with salt (mainly to get water below zero degrees Celsius), or freeze iced salt water directly. I mixed ice cubes with salt and put them in a metal pot or jar. I saw obvious frost around the pot. It's definitely not condensed ice. Teachers can pave the way first. Ice is transparent in the debris, but the small white ice crystals seen in this experiment.
Reflections on physics teaching in the eighth grade of junior high school 5. Classroom teaching is a benefit-oriented activity. It requires teachers to convey all kinds of information with high quality. At present, due to various reasons, classroom efficiency is inefficient or even ineffective. Teachers are thirsty and exhausted in class teaching, and students are sleepy in class. On the surface, such traditional teaching occupies most of the classroom teaching time, and teachers feel involved. However, from the perspective of students' learning, as an effective teaching, students' progress and development must be regarded as the primary goal of teaching, and teaching efficiency and quality should be emphasized. Teachers are required to unify the teaching process and teaching results, take teachers and students as the main body and students' development as the center, and participate in teaching activities together, so as to maximize classroom teaching efficiency.
Physics is a natural science based on experiments. Look, it's better to do it manually. Only by studying in practice can we give full play to students' intelligence and creativity. Learning inquiry learning can make everyone have a clear and concrete understanding of physical facts, instead of staying on the appearance of observed physical phenomena, and experience the fun of inquiry in the process of inquiry activities, thus enhancing the confidence of learning physics well.
The new physics curriculum standard puts forward a new teaching concept: "from life to physics, from physics to society". That is, try to be close to students' life, stimulate students' interest in learning, and reveal physical laws by exploring physical phenomena; The teaching process emphasizes the development of students' cognitive process, takes physical knowledge as the carrier, allows students to experience the process of scientific inquiry, learn the methods of scientific inquiry, cultivate students' inquiry spirit, practical ability and innovative consciousness, let students experience the process of inquiry experiment in class, experience the happiness and sense of accomplishment of inquiry experiment, improve students' hands-on operation ability and ability to analyze and solve problems, and cultivate students' exploration spirit of unknown things. Through exploratory experiments, we can fully tap the potential of students and cultivate their creativity.
How to make rational use of the limited classroom time and maximize the efficiency of physics classroom is particularly necessary. Next, I will talk about some ideas about using the theme classroom teaching mode to carry out classroom teaching:
First, self-study and preview before class avoid the blindness of experiments.
In order to study better, it is quite necessary to preview. Physics is generally related to life and needs some common sense of life. Students should read the knowledge points in the book and those experiments before class. In the past, students were arranged to preview, and most of them just turned over books. Preview for preview's sake can't achieve the expected effect!
The subject-oriented teaching mode requires teachers to "concretize" the content of preparation before class according to the characteristics of teaching materials and students. In this preparation process, students will certainly encounter many problems, some of which can be solved by students' own thinking and analysis, while those problems that cannot be solved by themselves require students to actively study and analyze, find all kinds of information, communicate with each other and use cooperation between students to solve. In this way, it can not only arouse students' learning enthusiasm, but also cultivate students' cooperative spirit in the learning process, which is helpful for students to correctly handle the relationship with their classmates. Why not? As long as you take questions to class, just ask more why, think more about the knowledge in books, have a questioning attitude towards the knowledge in books, and solve problems in your study, so that your thinking will not be bound, but will develop faster.
Second, cultivate enthusiasm for participation through independent exploration.
As far as junior high school students' learning topics are concerned, the conclusion has long been drawn. The reason why students are required to actively explore and discover is that they are required to acquire knowledge while experiencing and understanding scientific ideas and scientists' methods of studying problems. Therefore, teachers should believe in students' ability, let students learn actively in the process of fully thinking, doing and speaking, and don't just pay attention to the correctness of the conclusion or even rush to draw a conclusion. In the process of exploring the formation of concepts and laws, students realize the importance of scientists' invention and creation, which can cultivate students' strong interest and hobby in scientific research. The process of knowledge acquisition runs through the exploration process of hands-on experiments. Students master physics knowledge and laws on the basis of understanding and internalize them into their own abilities. Their mastery of knowledge is relatively deeper, and their hands-on ability has also improved.
Through independent exploration, students' thinking activities have gone through the stages of concept, judgment and reasoning, from image thinking to logical thinking, thus achieving the purpose of cultivating thinking quality. meanwhile
Conducive to the cultivation of communication skills and cooperative spirit. The new model encourages students to speak actively, ask questions, innovate boldly and learn through communication and cooperation.
Third, discuss and explore in groups to further cultivate the spirit of unity and cooperation.
When students encounter difficulties in the process of experimental exploration, teachers feel at a loss in the process of guidance. The usual practice is to make use of some good students and give full play to the spirit of teamwork. Learn to actively participate in discussions, actively communicate with others, and be good at expressing your own views. Because of personality differences, some students who study well are unwilling to cooperate in learning and think they have the ability to solve problems. There are also some students who are unwilling to associate with others. Teachers should let students gradually experience that many problems that they can't solve can be solved through cooperative learning. Cooperative learning can improve everyone's ability, make everyone get along well, and thus have a sense of identity with cooperative learning. Teachers should also encourage students to actively participate in discussions and guide students to adopt cooperative learning methods; Encourage students to actively communicate with others, listen carefully to others' opinions, learn to learn from others' listening, and sprout inspiration; Encourage them to dare to express their opinions, cultivate students' cooperative skills in a planned way, and guide students to discuss and study seriously.
Fourthly, teacher-student interaction, giving full play to the leading role of teachers.
Teachers are one of the subjects of teaching, and the key lies in teachers and classrooms. On the basis of students' self-study, discussion and communication, teachers will focus on the key points and difficulties of teaching and the problems encountered by students in the process of self-study and communication. Teaching is not teaching. In class, with a good atmosphere, students want to speak, dare to speak, express their ideas and express different opinions. Teachers create conditions for students to discover knowledge themselves and form effective multi-directional communication. Students listen carefully and let them express their opinions in class. Teaching is no longer monotonous. In this class, students are the main body, and the inspiration of thinking flashes unconsciously.
In a word, how to carry out physics experiment teaching reasonably, give full play to students' main role and cultivate students' learning ability under the current new situation is a topic of common concern to all of us. These are just my little feelings in the teaching process.
Reflections on physics teaching in the eighth grade of junior middle school. The sixth grade of junior high school is the starting point and a key point of physics learning. Both teachers and students should pay attention to it psychologically. In the current tide of quality education reform, teachers, as implementers, should actively explore new teaching materials to meet the needs of reform and society. Motivation refers to the psychological process of stimulating people's motivation. Through motivation, people are always in an excited and positive state under the influence of some internal or external stimuli. Therefore, it is imperative to implement incentive education in quality education. In the physics teaching of junior two, the author actively explores incentive education and finds that incentive education can play a very important role in physics teaching. Incentive education refers to psychological education that touches the soul with encouraging words and actions. Its purpose is to influence or promote improvement with "emotion" as the main body. Through practice, repeated adjustment and revision, the author finally summed up the following aspects. Including: ① Heuristic teaching and rewarding teaching. (2) hierarchical and progressive questions and queries. (3) commendable evaluation.
First, inspiring teaching and rewarding teaching:
In classroom teaching, make full use of 45 minutes to make them high-quality and efficient!
1 Instruct students how to preview the new chapter. Preview is the starting point of learning physics well. First, read the full text to find out the key points, draw the key points with a red pen, and record these key points in the preview book. Secondly, looking for doubts is also the essence of preview, and it is a knowledge point that can't be answered after repeated thinking. Write all these doubts in the doubt book and draw them in red as a mark. Listen carefully in class. Furthermore, the knowledge learned in advance is linked with the later small experiments and small productions. Do it yourself if you can, and exercise your hands and brains, logical thinking and judgment. Finally, do some preview feedback, close the book and analyze what this chapter says. There is a knowledge network in your mind, and compare it with the corresponding exercises to see if you can answer it. (Writing in pencil)
The teaching process is teacher-led, with students playing the main role as the main line and focusing on teaching and learning, which runs through the whole classroom. Let students change passive acceptance and management into active participation, and implement guidance, navigation, director, guidance, guidance and counseling to lead students to knowledge instead of knowledge. Stimulate students' creative potential instead of simply tasting the achievements created by predecessors. In teaching, we should first pay attention to introducing methods, such as heuristic method, material method, comparative method, or both. In the narration, he is good at thinking from the students' point of view and from the students' standpoint and angle. For example, when talking about evaporation, first wipe a wet cloth on one side of the blackboard, and then tell the students what will happen later. "Fuck" students in unison, and then lead to evaporation.
Second, hierarchical and progressive questions and inquiries:
The skill of asking questions is also indispensable for inspiring education. Because for a student with learning difficulties, if asking questions is difficult or too easy, they will feel that they are deliberately humiliating him. Therefore, you should master a degree when asking questions. For example, when learning convex lens imaging, ask a good question first.
Student, how many kinds of lenses are there? "Convex lens, concave lens. Ask another student with learning difficulties, "What are the characteristics of convex lens? "At this point, the author takes a convex lens and puts it in the sun, so that the sun can focus on a match or a piece of white paper through the lens." Spotlight. ""good! You're amazing! Then tell the teacher, where is the concave lens? Its characteristics are just the opposite of convex lenses? " "Divergent." "As long as you listen to the content of this class, you will. Finally, I want to ask you a few questions. You remember it first. "After finished, ask him again, what is the principle of the camera? What should I do if I want to look at it closely and look at it in the long run? The summary of convex lens imaging law is naturally left to those students who understand. This measure of asking questions first and then answering them inspired his confidence and enthusiasm, and also inspired his interest and hobby in physics.
Third, positive evaluation:
No matter what, we should try our best to tap the advantages of students, encourage their confidence and give them a positive affirmation. "Meritorious list" is a good measure, so that every student can see the evaluation of teachers and classmates around him, and suddenly realize that I still have so many skills to play and I can do it. Among them, the students' views on a student with particularly poor study and discipline are still fresh in their memory. "Poor academic performance does not necessarily mean that you are stupid and not creative. Remember? 1 km = 1000 m, you got it right. Moreover, when learning simple machinery, isn't it more accurate to find the fulcrum, strength and resistance of the lever? Your discipline is poor. Why not try empathy? Teachers and classmates all believe in you, and you can certainly overcome it. I look forward to your good news as soon as possible. " "Although your discipline is not good, you won honor for our class at the sports meeting. The whole class thanks you. If you don't make trouble in the future, I believe you will win more applause. " "I really hope you can try your best not to give extra points to our class" ... I remember he was very moved at that time. It turns out that he is not a hopeless student in the hearts of teachers and classmates. With self-confidence, I have improved my learning motivation. From then on, I found that he made progress by handing in his homework, answering questions and asking questions seriously. I remember that after learning the application of lever, he brought chopsticks, pliers, scissors, tweezers, nail clippers and bottle opener, and then asked, "Are these levers?" What lever is it? ""It's good that you can apply what you have learned and integrate theory with practice. Now let's analyze it together, find the fulcrum, strength, resistance and draw the arm of force. "It is this simple evaluation and positive affirmation that has made his achievements advance by leaps and bounds.
In a word, motivation education is a kind of psychological education and an aspect of quality education. In the implementation of incentive education, we should always bear in mind that psychological compatibility and mutual acceptance between teachers and students are the core, and that the relationship between teachers and students is no longer a "foreman", leader, strict father, judge or "God", but a mentor, friend, assistant and model. Based on this principle, the exploration of incentive education has reached a new level. Let inspirational education play its role and let the hearts of hundreds of millions of people beat together for the future of the motherland.
The times are progressing and developing. As physics teachers, we have the responsibility to contribute to the teaching reform. At this time, then you will be integrated into the melting pot of educational reform and development. Through tempering, tapping and sharpening day after day, month after month, year after year, and repeated adjustment, focusing, synchronous resonance, promotion and amplification, you will have a strong nuclear fission effect, release huge energy and radiate burning brilliance.
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