In the ever-changing new era, teaching is one of our tasks, and reflection is to think about the past and sum up experiences and lessons from it. So how should reflection be written properly? The following is my reflection on physical stress teaching in junior high school. Welcome to read the collection.

Reflection on the teaching of physical pressure in junior high school 1 I taught scientific inquiry: the pressure of liquid, and I realized it deeply after teaching. Now, combined with this course training, I will summarize my teaching experience as follows:

This course embodies the three-dimensional goals of the new curriculum reform: knowledge and skills, process and method, emotional attitude and values, so that students can experience the physical science inquiry process of "observation-guess-inquiry-application". In the process of inquiry, I have properly grasped the students' experience level, reaction level and understanding level. In teaching, we have basically achieved three stresses, paying attention to the teaching of laws, ideas, skills and methods. Especially in the scientific inquiry method, we pay attention to the theoretical derivation by using the existing knowledge and verify the reliability of the conclusion through experiments. The result is the same result, which greatly improves students' comprehensive application of knowledge and their ability to analyze and solve problems.

In addition, I feel that the transition of each link is basically closely linked.

In the process of learning, students can study relatively easily, start from their interests, dare to exert their imagination, dare to express their opinions, actively discuss in groups, learn in exchanges, operate experiments carefully, and analyze and demonstrate the conclusions accurately.

The shortcomings of this lesson.

The teaching of this class is generally successful, but there are still some shortcomings:

1, making courseware is not perfect.

2. In the process of theoretical derivation, students should be given more time to fully demonstrate.

3. In the application of knowledge, especially in expanding the application-the transmission of liquid pressure, encourage students to give more examples related to real life, or teachers can provide students with more materials.

My language is not concise enough in some aspects.

This course contains a lot of content, and time is tight when dealing with communicator and Pascal principle. When I was teaching, I divided this class into two classes. Personally, I feel that this part is not handled very well.

The direction of efforts:

If I come to this lecture again, I will further study the teaching materials, fully understand the students' learning situation, design more reasonable teaching links from the students' interests and the existing closer perception level, and further improve the "independent, efficient and multi-dimensional interactive" open and innovative classroom teaching system in the teaching process; Delete invalid classroom links, further highlight key points, break through difficulties, and highlight teaching students in accordance with their aptitude; Let the cooperative learning activities between teachers and students be more tacit. Strengthen the improvement of their own quality, create more interesting scenes for students, let students learn scientific and cultural knowledge from life cases around them, and then use what they have learned to move from physics to society. At the same time, it is necessary to strengthen the divergence of students' thinking, let them learn, master and use a variety of scientific inquiry methods, and achieve "it is better to teach them to fish than to teach them to fish"; It is necessary to strengthen the experimental guidance for students' inquiry experiments so that students can learn in a relaxed atmosphere of "learning by doing"; Pay attention to students' differences, teach students in accordance with their aptitude and improve classroom efficiency in an all-round way.

Reflections on junior high school physics stress teaching Part II This is a stress review class. The chapter "Pressure" consists of three parts: pressure pressure, liquid pressure and fluid pressure. According to the specific situation of the first round of review in Grade Three, the basic ideas I designed in this review class are: highlighting key knowledge, giving consideration to comprehensive review, always taking the concept of stress as the main thread throughout the class, closely contacting all parts of knowledge, carrying out classroom discussion with examples in production and life, strengthening the training of basic ability, and paying attention to classroom feedback to achieve the effect of improving review teaching. In this review lesson:

1. Successfully use multimedia to effectively integrate physics and information technology courses.

In this review class, I changed the usual powerpoint presentation courseware into prontpage's network courseware, allowing students to browse freely on the Internet in the form of the Internet, so as to achieve the purpose of autonomous learning. Because it is a review class, students can review their weak parts freely, which not only saves a lot of classroom demonstration time, but also shows the whole review knowledge network to students in the shortest time. Students with plenty of time can also click on the relevant knowledge links to learn more about stress online. This also fully embodies the subject of students' autonomous learning and effectively uses the integration of physics and information technology courses.

Reflections on the teaching of physical pressure in junior high school The third part is about atmospheric pressure. Before class, our lesson preparation group made a lot of preparations. In order to make students feel that atmospheric pressure is everywhere, we have designed more than a dozen experiments, all of which use things that can be seen everywhere at ordinary times. I thought the phenomenon was obvious and the conclusion was easy to draw, but something unexpected happened. I first washed the mineral water bottle with hot water, then put hot water everywhere and quickly tightened the bottle cap. After a while, the bottle was flat and clicked. The students also said, "It's really strong." I asked my classmates, who squashed the bottle? Everyone said in unison that it was air. Then I took out two pieces of glass and separated them easily. Then I dropped a few drops of water on the glass and asked a classmate to pull the two pieces of glass apart. It took a lot of effort to open it. I asked everyone again: "Who is holding up the glass and not letting us separate?" Everyone firmly said "air". Then I drilled a hole in the side wall of the mineral water bottle, and then it was filled with water, and the water sprayed out of the hole. Then I quickly tightened the lid, and the small hole stopped spraying water. Then I asked everyone, "Who won't let the water flow out?" Everyone says "air". At this time, I observed that a classmate with good grades in the class had been thinking about things, and was not as excited as other students. When the other students stopped talking, he stood up and said, "teacher, I found that you used water in the experiment." How can it be said that it is air? Is there no reason for liquid pressure? " Everyone echoed, and I asked everyone to observe the experiment carefully. When does the hole flow and when does it not? Everyone says that water can flow out when the lid is not screwed, but it will stop when the lid is screwed. Then these two kinds of water are the same water, and the difference with or without a cover lies in whether the top of the liquid level is connected with the atmosphere. Who affects the flow of water He suddenly realized that it must be the air.

Through this incident, I also reflected on my teaching. First of all, from the perspective of preparing lessons, we should stand in the perspective of students. Don't think it's simple and easy to understand, and students have no problem understanding it. Students' logical thinking ability is still in the development stage, so we can't just judge by experience. We should pay attention to guidance and whether the language of expression is in place. When problems arise, the way to solve them is also very important. If I ignore this classmate's ideas in this class, he will definitely feel that knowledge is derailed from reality. If you want to memorize knowledge by rote, it will definitely dampen his enthusiasm for learning. He can ask such a question, which shows that he is thinking with his head. How to guide him correctly is the most important thing. In the future teaching, we must use observant eyes to see through children's thoughts and guide them to find ways and means to learn knowledge. Teaching should also be a process of continuous reflection and practice.

Reflection on physical stress teaching in junior high school Part IV: Stress is a concept widely used in life. It not only runs through the study of this chapter, but also is the continuation of the previous chapter on mechanics. Later, the foundation of liquid pressure, atmospheric pressure and buoyancy was studied. So the concept of stress is

Junior high school occupies an important position. This lesson focuses on the concept and size of pressure, the concept, unit and calculation of pressure, and the difficult points are the concept and size of pressure, the determination of stress area and the understanding of pressure concept.

In order to solve the difficulties of this course, the teaching structure of this course is mainly composed of three parts: the first part is to explore which factors are related to the effect of stress. Because this piece of knowledge requires comprehensive application of knowledge such as force and the balance of two forces, it is difficult for students to think about related problems and solve related phenomena. Therefore, I adopted the method of scientific inquiry and demonstration in teaching, and tried to cultivate students' exploration spirit. The second section introduces the concept of pressure. When introducing the concept of stress, students can define stress by the method of ratio definition, so that students can get it independently and improve their thinking ability. The third section also allows students to explore ways to increase or decrease stress through scientific inquiry, and through the analysis of daily cases, finally summarizes the methods to increase or decrease stress, so as to combine physics with life.

Looking back on the whole class, the success lies in the clear teaching ideas. First, using balloons to introduce new lessons, blasting acoustic energy can attract students' attention smoothly. Then, carry out students' independent experiments, fully mobilize their enthusiasm and let students actively participate in the classroom. Through the study of this section, students know the concept of pressure, the direction of pressure is perpendicular to the contact surface, and the role of pressure is related to two factors. They understand the concept, calculation formula and unit of pressure, and can use the pressure formula to calculate. Scientific inquiry provides a harmonious situation. Students can acquire knowledge in the process of communication and summary, and at the same time, they can analyze simple problems with what they have learned and cultivate their practical application ability. Thereby further stimulating students' interest in learning science. The disadvantage is that students don't fully understand it. Students are too excited and some students are too nervous when conducting experiments. In addition, it is necessary to emphasize the teaching of concepts.

What needs to be improved in this course: 1. Not only should students prepare lessons before class, but also students should prepare lessons. 2. Arrange students to prepare well before class. 3. This concept needs to be emphasized.

This teaching and research activity gave me an opportunity to exercise, and I benefited a lot from the help and suggestions of the members of the teaching and research group. Science teaching is a process of integrating knowledge with life, and it is also a process of making students experience scientific inquiry. Teachers should always take students as the main body in class. As organizers and guides, teachers should help students develop their thinking, cultivate their ability to learn science, communicate and cooperate with scientific consciousness, analyze and solve problems, consciously guide students to apply what they have learned in teaching, and further implement "life-physics-society".

Reflection on the teaching of physical pressure in junior high school Part V "Pressure" is the key content of Chapter 9 in the second volume of the eighth grade of Su Ke Edition, and it is the basis for studying liquid pressure, atmospheric pressure and buoyancy in the future. So the key and difficult point of this lesson is the concept of pressure. Carry out the concept of moving from life to physics and from physics to society in the teaching process; By analyzing the phenomenon, finding out the reason, putting forward the conjecture, and carrying out experiments to verify the conjecture, we can understand the concept of pressure and master the control variable method.

First, the successful teaching design:

I describe stress directly through some common examples in life, let students experience stress by using the schematic diagram of stress, and define the concept of stress. Then let the students draw the known gravity diagram, and tell the difference between gravity and pressure by observing the diagram, mainly to let the students understand that pressure is not equal to gravity.

When introducing the concept of pressure, I first ask students to review the role of pressure, even if the object is deformed, and then through common phenomena and small experiments in life, for example, cutting bananas with kites, cutting vegetables with kitchen knives, and rolling roads with road rollers. What factors did I initially feel related to the influence of stress? Then through experimental inquiry, the evolution process of Zhengyang, the knowledge that students can experience and the relationship between knowledge are verified, and the students' inquiry ability and hands-on operation ability are cultivated. In the experiment, the group experiment can form a classroom atmosphere of mutual comparison and fair competition, which greatly mobilizes the enthusiasm of students. In addition, in the process of inquiry, students are provided with more equipment to facilitate their divergent thinking, and students find many ways to verify their guesses. When introducing the formula, it is necessary to go from shallow to deep, step by step, so that students can naturally accept and understand the concept of pressure. When explaining examples, let students calculate the pressure of elephants and ballerinas on the ground, so that students can deeply understand that pressure refers to the magnitude of force and pressure refers to the physical quantity of pressure. Increase students' common sense of life, stimulate students' interest in learning physics and implement physics-society. In the explanation of step-up and step-down method, starting from the formula P=F/S and life phenomenon, it is consolidated by analyzing and applying examples. In the summary, we should pay attention to inspiring students to solve problems with the physical knowledge they have learned in life and further implement "life-physics-society"

Second, the existing problems:

Because the concept of stress is abstract, it is difficult for students to understand and not enough to guide them. It is because the students' exploration direction is not clear and they don't have enough courage to answer questions. Students can't broaden their thinking by reading books to answer questions, which leads them to answer questions only with the knowledge they will talk about in books, which often puts teachers in a dilemma.

Third, the future improvement measures:

Let students prepare carefully, improve the time schedule, and strive to finish the course within 25 minutes, leaving enough time for training. Be flexible in preparing lessons, so that you can respond to emergencies at any time, use your imagination and actively think about solving problems.

In the classroom, we should learn to pay attention to students' needs, give full play to their active learning spirit, and fully mobilize their enthusiasm and initiative in learning. Teachers should play a leading role, guide and help students, truly transform the learning process into students' autonomous learning process, and strengthen the guidance of learning methods in guiding students' autonomous learning.

Reflection on Physics Teaching in Junior High School Part VI "Theme Teaching and Research" teaching competition is an important work organized and implemented by our county teachers' further education school. Focus on solving the problems existing in the teaching of primary and secondary school teachers in the county, strengthen the effectiveness of classroom teaching, teacher learning and teaching research, promote profound changes in classroom teaching, promote teachers' professional development and improve teaching quality. The theme-based teaching and research of junior high school physics is "how to implement life-physics-society" I have the honor to participate in this teaching and research activity. My teaching place is Fusong No.3 Middle School, and the teaching content is "Stress" in the first quarter of Chapter 14 of Grade 9.

Pressure is a widely used concept in life, which not only runs through the study of this chapter, but also is the basis for studying liquid pressure, atmospheric pressure and buoyancy later. So the concept of stress plays an important role in junior high school, so the key and difficult point of this lesson is the concept of stress.

In order to solve the difficulties of this course, the teaching structure of this course is mainly composed of three sections: the first section is to explore the factors related to stress effect, and this section adopts scientific inquiry and demonstration to cultivate students' inquiry spirit. The second section introduces the concept of pressure. When introducing the concept of pressure, students can define pressure by comparing the speed definition method and the ratio definition method, so that students can get it independently and improve their thinking ability. In the third section, through the analysis of daily cases, the methods of increasing or decreasing the pressure are obtained, so as to combine physics with life and implement the subject of "life-physics-society".

The success of this lesson lies in:

1. Start with two children walking in marshland and snow, create problem situations, stimulate students' curiosity and interest in learning.

2. When guessing the role of stress, let students do experiments with objects around them, which is the strength of underachievers. Let them show their abilities, enhance their self-confidence, overcome their fear of difficulties, and make them feel that the experiment is around. Compared with previous inquiry experiments, it reduces the difficulty and takes care of students' differences.

3. When analyzing and explaining the concept and formula of pressure, we should go from shallow to deep step by step, so that students can naturally accept and understand the concept of pressure.

4. When explaining examples, let students calculate the pressure of elephants and ballerinas on the ground, so that students can deeply understand that pressure refers to the magnitude of force, and pressure refers to the physical quantity of pressure.

5. When understanding the pressure of people and tanks on the ground, let students know that the pressure of people and tanks on the ground is 104, and tanks will not sink where people can walk on it, which will increase students' common sense of life, stimulate students' interest in learning physics and implement physics-society.

6. In the explanation of step-up and step-down methods, starting with formulas and phenomena, combined with the analysis and application of examples to consolidate. In the summary, we should pay attention to inspiring students to solve problems with the physical knowledge they have learned in life and further implement "life-physics-society"

The shortcomings of this lesson:

1, I don't know enough about students, I don't motivate them well, students are not brave enough to answer questions, and the progress is slow.

2. The preparation of experimental equipment does not match the lesson preparation. Students are required to do exploratory experiments when preparing lessons. Unexpectedly, they found that the experimental equipment only had a small pressure gauge in class, and there was no way to change it into a demonstration experiment.

3. Students can't keep up with the teacher's teaching rhythm when reading and answering questions, which leads students to answer questions with the knowledge they will talk about in books, which often puts the teacher in a dilemma.

4. For example, there are still 4 minutes to finish class, and the time is tight, so students are not allowed to perform on the blackboard, which reduces the teaching effect.

5. When analyzing the methods of pressurization and decompression, due to time, the methods were not summed up, and students only had a preliminary understanding, but did not have more time to further analyze and consolidate with examples.

What needs to be improved in this lesson:

1. Prepare lessons carefully, improve the schedule, and strive to end the course within 25 minutes, leaving enough time for training.

2. Be flexible when preparing lessons, so as to respond to emergencies at any time.

Students are not allowed to read books before class, and students are required to follow the teacher's teaching rhythm in class.

4. Courseware should be lively, and possible problems can be handled at any time. Don't let the courseware lead the teacher by the nose, let the teacher use it flexibly.

Generally speaking, the design and implementation of this course highlights students' participation consciousness and initiative, and implements the theme of "life-physics-society" well, but the details are not well grasped and need to be further improved.

Reflections on the teaching of physical stress in junior high school 7 After the lesson of "stress", I carefully reviewed the whole process of teaching, and combined with the teacher's comments, I got the following understanding and experience.

1. Stress is a widely used concept in life. It not only runs through the study of this chapter, but also is the basis of studying liquid pressure, atmospheric pressure and buoyancy later. So the concept of stress plays an important role in junior high school, so the focus and difficulty of this lesson is the concept of stress. The concept of stress is the basis of learning the concept of stress. Although we have grasped the key points and difficulties, we have paid too much attention to theoretical knowledge and neglected the application of practical examples in design.

Second, in this class, I used "the sound of reading in the wind and rain, which is in my ears;" The words "elastic gravity friction, the power to explore the cause" are introduced into the new curriculum. The unexpected results not only stimulate students' thirst for knowledge, but also warn that students' knowledge of learning ability needs careful thinking and rigorous inquiry process, which greatly mobilizes students' interest in learning and participation consciousness.

Third, about exploring "the relationship between the role of stress and the size and area of stress", I let students prepare and do experiments by themselves with things around them, so that every student has the opportunity to participate in activities to explore stress-related knowledge, so that they can also show their abilities, enhance their self-confidence, overcome their fear of difficulties, fully mobilize the initiative and enthusiasm of all students, and let them feel that "the experiment is around us". Compared with previous exploratory experiments, on this basis, students can design experiments to reduce the difficulty, take care of their differences, let students communicate with each other, and let them understand stress from different angles of touch and vision. However, in the teaching process, the breadth and depth of my communication with students are not enough, and I have not taken care of these students who may have different ideas to express their opinions further, so that teachers and students can discuss together and further expand and extend the problem.

Fourth, pressure students have a lot of contact with knowledge, but they are unfamiliar with concepts. In teaching, I ask students to sum up by analogy with the concept of speed, and give full play to their initiative in learning. In order to help students master the pressure formula and organize students to make simple calculations in time, the emphasis and difficulty of this lesson are highlighted. However, due to time constraints, more students are not allowed to participate in classroom demonstration activities, which makes it inconvenient to master the learning dynamics of the whole class.

5. With regard to the method of increasing or decreasing pressure, starting from the above example, I will let students master a method of using formula analysis and cultivate their consciousness of using formula to analyze problems. Students have a preliminary understanding, but they don't have more time to consolidate it through further analysis and example application. Students don't realize that although pressure can be increased or decreased from two aspects: pressure and stress area, appropriate methods should be taken according to conditions in practical application.

Six, about writing on the blackboard. Due to the hasty preparation, the first class in the lecture hall, the design focus of blackboard writing is not prominent, and students are not allowed to spend more time feeling the relationship between units when guiding the conversion of units.

Generally speaking, the design and implementation of this course still highlights students' participation consciousness and initiative, but the details are not well grasped and need to be further improved and improved.

;