As a selfless teacher, we often have to write an excellent lecture, which is an effective way to improve our professional quality. So what problems should we pay attention to when writing a speech? The following is my collection of model essays (generally 5) on physics speed lectures in senior high schools. Welcome to read the collection.
Lecture Notes on Physical Speed in Senior High School 1 Section 3 Speed and Acceleration
Say textbook:
Speed and acceleration are the contents of the third section of the second chapter "Description of Motion" in Sina Edition, which is the basis of this chapter. Starting with mechanical movement, this chapter tells the basic knowledge of kinematics, which is the foundation of high school physics, so the teaching in this chapter is related to the quality of high school physics teaching. The main teaching contents of this section are: average speed, instantaneous speed and acceleration. Speed and acceleration in this section are important physical quantities to describe motion, and understanding the concepts of speed and acceleration is the basis of learning the law of uniform and variable speed linear motion, so learning this section well is conducive to preparing for the following study. Combined with the content and characteristics of this section, in order to improve the scientific literacy of all students, students are cultivated from three aspects: knowledge and skills, process and method, emotional attitude and values. According to the requirements of the syllabus and the new curriculum standards, the following teaching objectives are put forward:
Knowledge and skills:
1. Know how fast the object moves (that is, how fast the position changes), which can be described by average speed and instantaneous speed.
2, understand the average speed and instantaneous speed, know the size of the instantaneous speed referred to as speed.
3. Know the difference and connection between average speed and instantaneous speed in describing motion speed.
4. Understand the concept of acceleration, and know that acceleration is a vector, and the direction of acceleration indicates the direction of object speed change.
5. Understand the relationship between the acceleration direction and motion direction of an object in linear motion and its acceleration or deceleration.
Process and method:
Understand the role of limit thought in establishing the concept of instantaneous velocity and the role of ratio definition in scientific research.
Emotional attitudes and values:
Cultivate students' ability to distinguish physical concepts and abstract thinking.
If we can grasp the difference between average speed and instantaneous speed and understand the concept of acceleration, we will master the essentials of this section. Senior one students' thinking is single and fixed, changing from perceptual knowledge to rational knowledge. They easily accept the concepts of average speed and instantaneous speed of relative images, but are generally confused about relatively abstract acceleration. Therefore, this section focuses on the average speed, instantaneous speed and their differences; The difficulty in teaching is: understanding the concept of acceleration.
Theory and teaching method
Physics teaching focuses on inspiring thinking and teaching methods. The movement of objects is the most common phenomenon in daily life, and students have their own understanding of the uniform movement of objects as the starting point of teaching. Let students know the concepts of speed and acceleration under the guidance of teachers; And guide students to analyze the average speed and instantaneous speed, experience their differences, and guide students to understand the concept of acceleration by analogy, so that students can fully understand the teaching materials and grasp the important and difficult points; Therefore, teaching method, analogy method, discussion method and multimedia means are comprehensively used in this class. In teaching, strengthen the two-way activities between teachers and students and guide students to think positively.
Methods of speaking and learning
Students are the main body of classroom teaching, and modern education takes students as the center, paying more attention to the guidance of students' learning methods in the teaching process and guiding students to actively explore new knowledge. In the teaching process of this course, we should pay attention to introducing a new physical quantity (speed) to describe the speed of object position change on the basis of junior high school knowledge, and then understand the concepts of average speed and instantaneous speed, and guide students to understand the concept of acceleration by studying the change of speed by analogy, experience analogy method and understand the application of ratio definition method in physics. Through clever use of questions, evaluation; Activate students' enthusiasm, mobilize the classroom atmosphere, and let students complete their learning tasks in a relaxed, independent and discussion classroom environment. Students take the initiative to accept new knowledge, plus the consolidation of examples, and then return to the understanding of physical concepts.
On the Teaching Process
From the above analysis, we can see that in teaching, mastering knowledge is the center, cultivating ability is the direction, grasping key points and breaking through difficulties. Teaching speed first, then acceleration, taking the changing speed of object position as the basis of acceleration, and then understanding the concept of acceleration by analogy, conforms to the cognitive process from simple to complex. Design the following teaching procedures:
1. Introduce the new lesson: (It takes about 5 minutes)
After reviewing the concept of displacement, the teacher gave an example (objects have various movements, not only the speed of different objects is different, but also the speed of the same object at different times. Ask students to give examples: such as snail crawling, plane taking off, etc. ) Guide students to think: How to compare the speed of a variable-speed and linear moving object? Stimulate students' interest in learning.
2. New class teaching (about 35 minutes)
(1) average speed: the teacher asked: when an object moves mechanically, its position changes (that is, it moves), but how to describe the moving speed? Guide students to think and discuss two simple descriptions of motion speed: the same displacement and the same motion time. When discussing the difference between displacement and time, it is described by the ratio of displacement to time (large ratio, fast movement; Conversely, it is slow). Thus, the concept and formula (or) of average speed are introduced, so that students can know why to introduce average speed, understand the concept of average speed and understand the method of ratio definition. Teachers use Figure 2-22 and Table 2-3 in the textbook to let students know clearly which time period and which time period's average displacement speed.
(2) Instantaneous speed: Let students discuss communication: It is concluded that the average speed can only roughly describe the speed of an object moving within a period of time or displacement, but not at a certain moment or a certain position, and the concept of instantaneous speed is given. Experience the application of limit thought in physics, understand how to measure instantaneous velocity in the laboratory, and summarize the difference between average velocity and instantaneous velocity.
(3) Acceleration: introduce the speed (acceleration) of speed change by introducing the average speed, and use the examples in the textbook to help students understand the concept and formula of acceleration, know that acceleration is a vector with positive and negative accelerations, and understand the meaning of positive and negative symbols; Then break through the teaching difficulty of the concept of acceleration. Through communication, the teacher summed up: then explain, consolidate the examples, and make the students' knowledge stable. Finally, assign homework. (On the blackboard: In teaching, half of the blackboard is used to write concepts, and the other half is used to draw and analyze. )
Conclusion: In the above design, I strive to be "student-centered" and actively advocate students' active thinking and autonomous learning based on physical concepts. At the same time, we should adjust the teaching according to the needs of students and the actual situation in the classroom, and constantly reflect and summarize. Here, teachers and leaders are also invited to criticize and correct me. Thank you.
Lecture notes on physics speed in senior high school 2 This chapter starts with mechanical movement and tells the basic knowledge of kinematics, which is the foundation of physics in senior high school, so the teaching in this chapter is related to the quality of physics teaching in senior high school. The main teaching contents of this section are: average speed, instantaneous speed and acceleration.
Speed and acceleration in this section are important physical quantities to describe motion, and understanding the concepts of speed and acceleration is the basis of learning the law of uniform and variable speed linear motion, so learning this section well is conducive to preparing for the following study. Combined with the content and characteristics of this section, in order to improve the scientific literacy of all students, students should be cultivated from three aspects: knowledge and skills, process and method, emotional attitude and values. According to the requirements of the syllabus and the new curriculum standards, the following teaching objectives are put forward:
Knowledge and skills:
1. Know how fast the object moves (that is, how fast the position changes), which can be described by average speed and instantaneous speed.
2, understand the average speed and instantaneous speed, know the size of the instantaneous speed referred to as speed.
3. Know the difference and connection between average speed and instantaneous speed in describing motion speed.
4. Understand the concept of acceleration, and know that acceleration is a vector, and the direction of acceleration indicates the direction of object speed change.
5. Understand the relationship between the acceleration direction and motion direction of an object in linear motion and its acceleration or deceleration.
Process and method:
Understand the role of limit thought in establishing the concept of instantaneous velocity and the role of ratio definition in scientific research.
Emotional attitudes and values:
Cultivate students' ability to distinguish physical concepts and abstract thinking.
If we can grasp the difference between average speed and instantaneous speed and understand the concept of acceleration, we will master the essentials of this section. Senior one students' thinking is single and fixed, changing from perceptual knowledge to rational knowledge. They easily accept the concepts of average speed and instantaneous speed of relative images, but are generally confused about relatively abstract acceleration. Therefore, this section focuses on the average speed, instantaneous speed and their differences; The difficulty in teaching is: understanding the concept of acceleration.
Theory and teaching method
Physics teaching focuses on inspiring thinking and teaching methods. The movement of objects is the most common phenomenon in daily life, and students have their own understanding of the uniform movement of objects as the starting point of teaching. Let students know the concepts of speed and acceleration under the guidance of teachers; And guide students to analyze the average speed and instantaneous speed, experience their differences, and guide students to understand the concept of acceleration by analogy, so that students can fully understand the teaching materials and grasp the important and difficult points; Therefore, teaching method, analogy method, discussion method and multimedia means are comprehensively used in this class. In teaching, strengthen the two-way activities between teachers and students and guide students to think positively.
Methods of speaking and learning
Students are the main body of classroom teaching, and modern education takes students as the center, paying more attention to the guidance of students' learning methods in the teaching process and guiding students to actively explore new knowledge. In the teaching process of this course, we should pay attention to introducing a new physical quantity (speed) to describe the speed of object position change on the basis of junior high school knowledge, and then understand the concepts of average speed and instantaneous speed, and guide students to understand the concept of acceleration by studying the change of speed by analogy, experience analogy method and understand the application of ratio definition method in physics. Through clever use of questions, evaluation; Activate students' enthusiasm, mobilize the classroom atmosphere, and let students complete their learning tasks in a relaxed, independent and discussion classroom environment. Students take the initiative to accept new knowledge, plus the consolidation of examples, and then return to the understanding of physical concepts.
On the Teaching Process
From the above analysis, we can see that in teaching, mastering knowledge is the center, cultivating ability is the direction, grasping key points and breaking through difficulties. Teaching speed first, then acceleration, taking the changing speed of object position as the basis of acceleration, and then understanding the concept of acceleration by analogy, conforms to the cognitive process from simple to complex. Design the following teaching procedures:
1. Introduce the new lesson: (It takes about 5 minutes)
After reviewing the concept of displacement, the teacher gave an example (objects have various movements, not only the speed of different objects is different, but also the speed of the same object at different times. Ask students to give examples: such as snail crawling, plane taking off, etc. ) Guide students to think: How to compare the speed of a variable-speed and linear moving object? Stimulate students' interest in learning.
2. New class teaching (about 35 minutes)
(1) average speed: the teacher asked: when an object moves mechanically, its position changes (that is, it moves), but how to describe the moving speed? Guide students to think and discuss two simple descriptions of motion speed: the same displacement and the same motion time. When discussing the difference between displacement and time, it is described by the ratio of displacement to time (large ratio, fast movement; Conversely, it is slow). Thus, the concept and formula (or) of average speed are introduced, so that students can know why to introduce average speed, understand the concept of average speed and understand the method of ratio definition. The teacher uses figure 2-22 and table 2-3 in the textbook to let the students know clearly which period of time and which period of displacement the average speed is.
(2) Instantaneous velocity: Let students discuss communication: It is concluded that the average velocity can only roughly describe the motion velocity of an object within a period of time or displacement, but not at a certain moment or a certain position, and the concept of instantaneous velocity is given. Experience the application of limit thought in physics, understand how to measure instantaneous velocity in the laboratory, and summarize the difference between average velocity and instantaneous velocity.
(3) Acceleration: introduce the speed of speed change (acceleration) through the introduction method of average speed, and use the examples in the textbook to help students understand the concept and formula of acceleration, know that acceleration is a vector with positive and negative accelerations, and understand the meaning of positive and negative symbols; Then break through the teaching difficulty of the concept of acceleration. Through communication, the teacher summed up: explain the examples and consolidate them, so that the knowledge learned by students is stable. Finally, assign homework. (On the blackboard: In teaching, half of the blackboard is used to write concepts, and the other half is used to draw and analyze. )
Conclusion: In the above design, I strive to be "student-centered" and actively advocate students to think actively and learn independently based on physical concepts. At the same time, according to the needs of students and the actual situation in the classroom, we should adjust the teaching and constantly reflect and summarize. Here, teachers and leaders are also invited to criticize and correct me. Thank you.
Senior high school physics speed lecture draft 3 Dear judges and teachers,
Hello everyone! (Bowing) I am a xx candidate in this class. As I said today, the content of the class is centripetal acceleration. According to the teaching concept of the new curriculum standard, I will talk about my views on this class from the aspects of teaching material analysis, analysis of learning situation, teaching objectives and teaching process, with the idea of what to teach, how to teach and why to teach this class.
First of all, talk about textbooks.
(Transition sentence: teaching material analysis is the prerequisite for a good class. Before the formal content begins, I want to talk about my understanding of the textbook. ) "centripetal acceleration" is the content of Section 6 of Chapter 5 of Compulsory 2 of People's Education Press. This lesson mainly teaches centripetal acceleration's concept and its derivation formula. The students learned circular motion in front, which laid a good foundation for the study of this class, and also laid a good foundation for the later study of centripetal force and some complicated circular motion. Therefore, this lesson plays a connecting role in the knowledge system.
Second, talk about learning.
(transition sentence: students are the masters of learning, and their existing knowledge structure and cognitive level are the basis and starting point of teachers' teaching. )
I am facing high school students in this class. They have developed well in cognition, but their logical reasoning ability and abstract thinking ability are not very strong. They don't pay attention to the study of knowledge connotation, lack methods to learn physics, and are used to rigid formulas. But centripetal acceleration is abstract, which will bring great difficulties to students. In order to follow the students' mental development level, in teaching, I use examples to analyze the resultant force on an object moving in a uniform circle, and then Newton's second law derives the direction of acceleration, thus guiding students to explore the derivation of centripetal acceleration size. This is also the intention of compiling a new textbook, highlighting the physical process of concept teaching and letting students experience the learning process.
Third, talk about teaching objectives.
) according to the new curriculum standards, the characteristics of teaching materials and the students' reality, I have determined the following teaching objectives. )
Knowledge and skills
Understand the concept of centripetal acceleration, calculate centripetal acceleration, and understand the derivation of centripetal acceleration formula.
Process and method objectives
Through the discussion of examples, we can know that the centripetal acceleration of uniform circular motion points to the center of the circle and improve the comprehensive analysis ability. By deducing the relationship between centripetal acceleration, we can improve our logical thinking ability.
Emotions, attitudes, values and goals
Combining mathematical methods to draw conclusions can improve the thinking ability and problem analysis ability, and cultivate the quality of exploring problems and the scientific attitude of rigorous scholarship.
Fourth, talk about the difficulties in teaching.
(transition sentence: the teaching goal is clear, and the focus and difficulty of this course are obvious. My teaching focus is)
focus
Understand centripetal acceleration and master centripetal acceleration formula.
difficulty
The derivation process of centripetal acceleration formula.
Verb (abbreviation for verb) talks about teaching methods.
(Transition sentence: The guiding ideology in the new curriculum teaching is to let students master the initiative in learning and advocate the learning mode of "independence, cooperation and inquiry". Based on this, I will guide students to adopt the following teaching methods. )
Teaching method, demonstration method and group discussion method.
Sixth, talk about the teaching process.
(transition sentence: the teaching process is divided into the following four teaching links. )
The first is the import link:
First, I reviewed the uniform circular motion I learned last class, and pointed out that uniform motion refers to variable-speed motion with constant size and changing direction, and then I asked the question: According to Newton's law of motion, there must be acceleration when the speed changes. What is the acceleration of uniform circular motion? What is its nature and how to calculate it? Design intention: By reviewing and introducing, putting forward new questions can not only consolidate the knowledge learned in the last class, but also stimulate students' desire for exploration and learning through the extension of cognition, so as to maintain a good learning state and then enter learning.
Secondly, the new course teaching is also the core of the teaching process.
First of all, I will use multimedia to demonstrate the uniform circular motion of the earth around the sun and the uniform circular motion of the ball around the thumbtack on a smooth plane. Please analyze the stress situation. Through these two examples, it is explained that the force pulls the object to do circular motion, and this force produces acceleration, which is called centripetal acceleration. According to Newton's second law, the direction of force is the direction of acceleration, so centripetal acceleration points to the knowledge point of the center of the circle.
Design intention: The purpose of the above process is to introduce abstract concepts through some concrete examples and build students' knowledge system, which can reduce students' learning difficulty and enhance their interest in learning.
Design intention: My intention in doing this is to let students take the initiative to explore problems. Students are the main body of learning, and teachers are not simply instilling knowledge, but the guides and organizers of students' learning. Students' independent discussion not only exercises their logical thinking ability, but also their communication ability.
After students discuss independently, I will give students the opportunity to express their ideas, encourage students who think positively, and then lead the whole class to sum up and deduce the formula. I will write down the derivation process of the formula on the blackboard.
Then enter the merge link.
Finally, summarize the operation links:
In the summary, I will ask students to summarize the knowledge of this lesson, which can deepen the mastery and systematization of this lesson.
In the homework session, I will give students an open homework: there is acceleration, which is bound to be very powerful. Think about what the centripetal acceleration is. Design intention: Let the students summarize by themselves, which not only exercises the students' ability of induction and generalization, but also embodies the students' dominant position, and at the same time allows me to get timely teaching feedback and facilitate timely adjustment. Arranging open-ended homework allows students to bring physical problems to class and life, which reflects the transition from life to physics.
Seven, say blackboard writing design
Lecture notes on physical speed in senior high school 4 I. Teaching objectives
Knowledge goal: understand the concept of acceleration, know that acceleration is a physical quantity representing speed change, and know its definition, formula, symbol and unit.
Ability goal: the ability to find and solve problems-the introduction of acceleration;
Ability to acquire and process information-charts, v-t diagrams, thinking and discussion;
The ability to integrate theory with practice.
Second, the focus and difficulty of teaching
Acceleration is one of the important concepts in mechanics. It is a bridge between kinematics and dynamics, and it is also a difficult concept to understand in senior one physics class. It is more abstract than the concept of speed. Understanding the establishment process and physical meaning of the concept of acceleration is the focus of this lesson. It is difficult for students to understand "there is no direct relationship between speed and acceleration, and the speed changes greatly, but the acceleration is not necessarily large", which is the difficulty of this section.
Third, some ideas.
1, on the process of concept establishment
When establishing the conceptual process of acceleration, the acceleration is too abstract for students to feel at first. Let them feel that the first layer is that the moving object has speed, the second layer is that the speed of the moving object has changed, and the third layer is that the speed of the moving object is fast and slow. Therefore, it is naturally necessary to describe the speed change of moving objects.
The first question to get the concept of acceleration is, where do a series of velocity values needed for analysis come from? Provide the existing data to students, or do students get it by doing experiments themselves? I've done both. The key of this lesson is the understanding of acceleration. It is not appropriate to get the data by yourself at first, otherwise it will distract your attention. When providing data, students' reliability of the data is taken into account, and the 100-meter start and electric car start felt by the surrounding students are provided, which eliminates students' doubts about the data. Finally, students can acquire and process data by themselves through paper tape, so as to have a deeper understanding of acceleration.
2. Problem setting
Thinking and discussion 1: mainly to guide students to establish and understand the concept of acceleration. I didn't fill in the form myself, but I want to guide students to develop the habit of comparing multiple data, processing lists and drawing. In Exercise 3, let the students list and fill in the form themselves to further penetrate this idea.
Exercise 1:
It is mainly to deepen students' understanding of acceleration, so as to distinguish the significance of acceleration from speed and speed change. This is the difficulty of this lesson.
Thinking and discussion 2:
Guide students to understand the advantages of images in reflecting acceleration, deepen their understanding of v-t images, and how to obtain and process information from images. Textbooks and college entrance examination both reflect this point well.
Exercise 2:
Thinking and discussion from qualitative description to quantitative description II. Make students have perceptual knowledge of acceleration, and emphasize the vector nature of acceleration. The setting of the first question implies that students should not put physics into mathematics. The information content of images in physics is far greater than that in mathematics.
Exercise 3 is as described above.
3. Temporarily downplay three issues.
Firstly, it is only proposed that acceleration is a vector, and what determines the relationship between acceleration and velocity direction in linear motion, which leads to Newton's second law for further study; Second, the relationship between average acceleration and instantaneous velocity. Third, the speed of speed change in curvilinear motion.
These are my superficial views on this course, and I urge the experts and teachers to criticize and correct the improper points.
Lecture notes on physical speed in senior high school 5 I. teaching material analysis
This section is a section in the fifth chapter of senior high school physics textbook. Before that, students have learned the concept of uniform circular motion and the physical quantities describing uniform circular motion. This section is the focus of this chapter. Learning this section well can make necessary preparations for learning the application part of this chapter and the knowledge of gravity.
Second, the teaching objectives
1. Knowledge objective: Understand what is centripetal force and what is centripetal acceleration. You can use centripetal force and centripetal acceleration's formula to answer related questions.
2. Ability goal: know how to study physical problems by controlling variables, and cultivate students' experimental ability, analytical ability and ability to solve practical problems.
3. Emotional goal: learning scientific research methods and attitudes.
Third, the focus and difficulty of teaching
1, focusing on the relationship between centripetal force and m, r and ω.
2. Difficulties: ① Understand the concept of centripetal force ② Understand the formulas a=rw2 and A = V2/R.
Fourth, teaching methods:
Because students have just entered high school, they still lack the methods to learn high school physics and are used to hard formulas. But this part involves many formulas, which will bring great difficulties to students. Therefore, teachers need to guide students to actively explore, draw their own conclusions and understand memory formulas, so as to achieve the purpose of flexible use.
Therefore, this course adopts guided inquiry teaching method, focusing on solving problems, paying attention to students' independent research, cultivating creative thinking and giving full play to students' initiative. Its main procedures are: asking questions → scientific guessing → designing experiments → exploring research → drawing conclusions → guiding practice. It not only attaches importance to the acquisition of knowledge, but also attaches importance to the process and method of students' acquisition of knowledge, which highlights students' active learning. Student activities account for about 1/2 of class hours, and the classroom atmosphere will be more active, which can truly reflect the teaching idea of taking teaching as the leading factor and learning as the main body.
V. Teaching tools
1, multimedia, video clip, courseware
2. Students are divided into groups. Experimental equipment: spring scale, rope, balls (several) and ballpoint pen rod sleeve.
Sixth, the teaching process.
(A) the concept of centripetal force:
Review the previous section, play several video clips of examples of uniform circular motion, and guide students to analyze the force one by one, so that students can find that the resultant force of objects moving in uniform circular motion always points to the center of the trajectory, thus obtaining the concept of centripetal force, understanding that centripetal force is the resultant force of objects moving in uniform circular motion, naming it after the effect, and understanding its direction and function.
(2) What factors are related to centripetal force?
1. Explain the situation and ask questions.
First of all, play a picture of a child holding a toy with a rope and a clip of a car derailed because of too fast speed. Create a scene to make students feel that the object needs a certain centripetal force to make a uniform circular motion, otherwise the object will derail. Then ask: how much centripetal force does an object with mass m need to make a uniform circular motion with radius r at angular velocity ω? Lead to the research topic of exploring the magnitude of centripetal force.
2. Divergent thinking and scientific conjecture
Encourage students to guess boldly: If you are the first person in history to study the magnitude of centripetal force, guess what factors may be related to centripetal force? It is pointed out that scientific conjecture is a widely used thinking method in natural science research.
;