Reflection on Stress Teaching 12 After the stress lecture, I carefully reviewed the whole teaching process according to the teaching design, and combined with the teacher's comments, I got the following understandings and experiences.
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 the key points and difficulties are grasped, the understanding of the concept of pressure is ignored in the design.
2. In this lesson, I use the experiment of "swallowing eggs" to introduce a new lesson. Unexpected results create a discussion scene, stimulate students' thirst for knowledge, and greatly mobilize their interest in learning and sense of participation.
Thirdly, about exploring the relationship between the role of pressure and the size of pressure area, I asked students to prepare and do experiments by themselves with things around them. This is the strength of some underachievers, so that they can also show their abilities, enhance their self-confidence, overcome their fear of difficulties, narrow the distance between teachers and underachievers, 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 and take care of differences. Two different schemes allow students to communicate with each other and understand stress from different perspectives 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, knowledge pressure students have a lot of contact in life, 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. However, when guiding students in teaching, we did not further strengthen the connection that stress is the effect of stress with inquiry experiments in time, and helped students to construct the concept of stress, which brought some difficulties to students' autonomous learning. Because of this defect, teachers are forced to lead students to further analyze and summarize, which takes too much time.
5. With regard to the method of increasing or decreasing pressure, I will start with the formula, so that students can master a method of using formula analysis and cultivate their awareness 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.
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.
Reflection on Pressure Teaching 12 2 This course has prominent teaching points and proper teaching methods, which embodies the characteristics of physics based on experiments. The design is ingenious, intuitive and vivid, and the whole experiment conforms to the students' cognitive law, from chaos to rationality, vivid and profound, which is conducive to students mastering knowledge. In the whole teaching process, students actively participate, which embodies the teaching principle of students as the main body and teachers as the leading factor.
1. Ask questions in class to stimulate students' interest in learning. It is beneficial to multimedia animation: a person is lying on a nail board with a big stone on his body, and the stone is smashed with a hammer, but the person is not injured. Then compare demonstration experiments, increase credibility, set doubts, open students' imagination, introduce new lessons, and stimulate students' interest in learning this lesson.
2. It embodies the characteristics that physics is an experimental science: the physical experiment of this course runs through the whole teaching, and the teacher has made great efforts in designing the experiment. The design is reasonable, and it has received good results in the classroom: the demonstration experiment is changed to the imitation nail board experiment to illustrate the influencing factors of pressure effect, which makes it easier for students to feel the credibility of the experiment; Teaching material demonstration experiment is changed to group experiment for students to explore, so that all students can participate, and students' hands-on operation ability, analysis and doubt solving ability and serious and rigorous scientific attitude are cultivated; The extended experiment designed in this lesson: the experiment of pressure change on the inclined plane is used to show that pressure is not necessarily equal to gravity, which breaks through the difficulty of this lesson and is cleverly designed.
3. Pay attention to methods in the dissemination of knowledge: observing experiments is the basic teaching method of physics, and guessing and controlling variables is an important method in physics. These methods are fully infiltrated in exploring the role of pressure.
4, close to life, reflecting the role of physics in life: students cited a large number of examples of increasing and decreasing pressure in class and analyzed them, reflecting the extensive application of physical knowledge in life. It cultivates students' ability to solve problems and integrate theory with practice.
Reflection on pressure teaching 12 3 In the whole teaching process, multimedia video display is the main way, which enables students to gain a lot of perceptual knowledge, embody the teaching concept under the new curriculum standards as much as possible, and create favorable teaching conditions for the smooth development of teaching work.
Good interaction between teachers and students in teaching. Students are diligent in thinking, actively discussing and analyzing, and actively answering. The classroom atmosphere is active and harmonious, and every student has made progress and improvement. Reviewing the teaching content in the last section, students have learned that solid pressure has a certain effect, and liquid also has gravity, so there should be pressure on the bottom of the cup. Then how to observe its effect more obviously-stress, reasonably cause students to think too much, and pave the way for the later teaching.
In the teaching process, the overall thinking is clear and the language is more accurate, so that students have a clear direction of analysis and judgment. Emphasize that the concept of depth should be the vertical height to the free liquid surface, and depth is not height.
Pay attention to the combination of lectures and practice, so that students can absorb and internalize knowledge in time.
Deficiencies to be improved:
1, the content is too much and the speed is too fast, so students should be given more time to think and let them show more fully.
2. When explaining P=ρgh, the relationship between liquid pressure and density is not emphasized.
3. An exercise problem is too difficult, and students spend too long discussing, answering and revising it.
4. Due to the lack of experimental equipment, the method of group inquiry experiment cannot be used in teaching.
Reflection on pressure teaching 12 4 This course is the end of this chapter, which is a common phenomenon in life, in which the relationship between liquid pressure and flow is the key and difficult point. Taking this as the center, combined with group experiments in class, we can present classroom difficulties.
I think the success of this class is that I can ask questions according to the plane of my life, thus introducing new lessons and making it easier for students to transition. At the same time, I designed a group experiment for students, so that the incomprehensible relationship between liquid pressure and flow reveals the conclusions of students' personal experience. In this way, students' spirit of inquiry and cooperation has been cultivated and improved, which fully embodies the characteristics of mobilizing students' enthusiasm under the new curriculum reform. Everyone not only learned the physical knowledge itself, but also learned some scientific research methods and felt the scientific value of physical knowledge.
The deficiency lies in the lack of guidance for the correct operation of middle school students during the experiment. Some students are afraid that coins can't jump over, so they don't make full use of experiments to solve the problems raised in class. In the process of classroom testing, some students are lazy, rely on team members and don't actively use their brains. Some team members just watch and don't take notes in time. This point needs to be emphasized in the future class, so that every student can move and be the small master of the class.
In the future teaching, I will give full play to the advantages of experimental teaching according to the requirements of the new curriculum reform, and strive to let students learn new knowledge in a happy experimental experience.
Reflection on pressure teaching 12 5 pressure is a widely used concept in life, which not only runs through the study of this chapter, but also is the basis for later study of liquid pressure, atmospheric pressure and buoyancy. 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. 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 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. 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 boosting and depressurizing methods, 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:
I don't know enough about students, I can't mobilize their enthusiasm, and students are not brave enough to answer questions, and the progress is slow. 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 mentioned 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 pressure teaching 12 6 "atmospheric pressure" this lesson mainly talks about the preliminary knowledge of atmospheric pressure in gas pressure, which forms a relatively complete system with the solid pressure and liquid pressure learned before. Junior high school students have more perceptual knowledge than rational knowledge, and their motivation and enthusiasm for learning mostly come from interest. Physics teaching is based on experiments, which almost always accompany the whole teaching process. Therefore, in teaching, students are allowed to practice, experience the existence of atmospheric pressure, discuss the characteristics of atmospheric pressure and apply atmospheric pressure knowledge to solve practical problems. Let the students participate in the hands-on operation together, giving them a sense of closeness and realism.
This course has completed the established teaching objectives as scheduled, and the students' overall response is good. Personally, I think this class has the following characteristics; Acting is an experiment; The experiment of venting cans and swallowing balloons in flasks captures students' curiosity, introduces atmospheric pressure and stimulates students' interest in learning. Students do the experiment of covering the cup, squeezing the skin cup, piercing the mineral water bottle and filling it with water, and simulating the experiment of Madeborg Hemisphere. Students participate in exploration and experience the existence of atmospheric pressure, which makes the classroom atmosphere active, interactive and effective, and makes students really move. Deepen the understanding of atmospheric pressure with real-life examples. Atmospheric pressure has many applications in life. In addition to what is mentioned in the textbook, teachers can also let students open their minds and give examples in real life. Let's discuss in groups and see which group gives the most examples. Students will give many very good examples, such as "cupping commonly used by doctors", "sucking ink with a pen", "sucking drinks from the bottle mouth with a plastic pipe", "plastic clothes hook" and "sucking medicine with a syringe". So as to fully mobilize the enthusiasm of students and cultivate their awareness of cooperative learning. Examples given to students can help students explain themselves with atmospheric pressure, supplement teachers who are not satisfied with their explanations, and cultivate students' language organization and expression skills. Time allows teachers to use multimedia to show pictures of piston pumps and centrifugal pumps. It shows that their job is to use atmospheric pressure to make students really feel that physical knowledge is really closely related to our daily life. The measurement method of atmospheric pressure, first do the experiment of atmospheric pressure supporting water column, let students gain perceptual knowledge, and guide students to use liquid with higher density in the analysis experiment. Mercury has the highest density in liquid, so changing water into mercury and measuring cylinder into Torricelli vacuum tube gradually leads to Torricelli experiment, which is more natural and effective.
Main existing problems
After teaching practice, I found that there is still a big difference from my own preset: for example, in the "cup-covering experiment", some students suggested that the cardboard did not fall, was it "stuck" by water? This was unexpected before class, so we should pay attention to this kind of problem in the future. What kind of experiment should be designed to prove that the paper did not fall because of atmospheric pressure, but was "stuck" by water? There are many experiments in class, but the depth of further analysis of the experiments is not enough, and some students may still have a little knowledge. Although there are many small experiments, they are still insufficient. For example, in the experiment of covering a cup, the paper selected for the first time was not straight enough, and the experiment almost failed.
Reflection on pressure teaching 12 7 This class is a typical scientific inquiry experiment class. Although it focuses on students' experimental inquiry, teachers should have artistic skills when introducing new lessons and arranging instructions in the experimental process. In particular, students must do experiments to explore the relationship between fluid pressure and flow, and students should be given the opportunity to show the experimental process and phenomena in front and explain the conclusions indicated by the phenomena. I think the important way to mobilize students' thinking is to return the classroom to students as much as possible. Teachers can't replace what students can do and say. Teachers are both guides and collaborators. Before this class, a clip of the American movie Tornado was played, which showed the students the harm caused by the tornado and "sucked" the "father" from the basement to the sky, which aroused the students' great interest. Introducing the new lesson, using the method of demonstration experiment, shaking the plastic pipe, the foam ball flew out of the plastic pipe, like a goddess scattering flowers, which made students feel the magic of physical phenomena and aroused their strong curiosity.
Reflection on pressure teaching 12 8 Tao Xingzhi, a famous educator in China, believes that "life is education." Therefore, as physics teachers, we should take students' life experience as valuable curriculum resources to develop and utilize, cultivate their interest in scientific exploration, and encourage students to find problems in lively daily life. Through in-class and out-of-class communication and mutual assistance, we can solve problems and let students form a good habit of actively exploring the unknown world.
The relationship between fluid pressure and flow rate is closely related to many phenomena in life. Therefore, in the design of the experiment, I try my best to find familiar, realistic and very interesting examples and experiments, such as table tennis curling balls, air conditioning systems in grassland dog and mouse holes and other examples that students are confused and interested in, so as to arouse students' curiosity and strong thirst for knowledge.
In teaching, I designed a small experiment, put a ping-pong ball in a funnel mouth, hold it with my hand, and then blow hard at the upper end of the funnel mouth. At this time, I will find a magical phenomenon. Table tennis is not blown out, but rotates at a high speed at the funnel mouth and will not fall. Ask students why? The phenomenon that students can't solve with conventional thinking appears in front of them, which greatly stimulates students' enthusiasm for learning. So as to introduce new courses.
Then let the students think about doing the experiment of "coin high jump", and let them explore. Because of the different effects, it is easier to stimulate the students' enthusiasm for learning, and let the students who think they blow high show it to everyone, and inspire them to guess that the pressure may decrease when the air flows over the coin. Arrange after-class experiments: how to blow the coin higher, and whether the coin with 1 yuan can also blow the pencil.
In order to verify whether the guess is correct, we will carry out a "paper blowing" experiment and guess what will happen to the paper first. Then the experiment was carried out, and it was found that the paper moved closer to the middle, so it was concluded that the pressure was low where the flow rate was high. After class, let the students explore: the difference between different blowing speeds and different paper sizes. Make persistent efforts, and then the teacher gave the students the experiment of "Goddess Scattering Flowers". Make students' interest in experiments reach the extreme. Students' enthusiasm for learning has reached an unprecedented height.
Then lead the students to think: how do helicopters with propellers at the top and fixed-wing aircraft without propellers at the top take off? The secret is on the wings. Instruct students to make wing models and compete who can do it beautifully and who can demonstrate how to lift the tail of wings. Finally, the teacher completed the reason why the wing got lift through demonstration experiments: the pressure difference between air and the wing.
Finally, by learning physics problems with hands and brains 1 for safety education, and applying physics knowledge to life education in question 2, students can be guided to pay attention to observation at ordinary times, and even make small productions with what they have learned.
A large number of experiments and phenomena are the key to success in learning. Let students discover and understand the laws in their interests through "learning from them" and "exploring in their interests".
Where improvements are needed:
After teaching the main content, some related experiments can be added, such as the experiment of washing table tennis with water in a water pipe, which can further inspire students' thinking and stimulate their desire for exploration.
In teaching activities, we should further let students explore, think and summarize independently, and truly return students' classrooms to students.
Reflection on Pressure Teaching 12 9 The psychological characteristics and cognitive level of junior high school students determine that junior high school students must stimulate students' interest in learning physics through certain physical scenes and experiments, and inspire and induce students to think about problems. Teachers and students can analyze experimental phenomena together, draw conclusions and master physical knowledge to achieve a natural goal. Based on this starting point, this paper makes the following thoughts and discusses the classroom teaching of physics "Atmospheric Pressure" in the second day of compulsory education.
1, introducing the theme by suspending the experiment.
At the beginning of the class, I used a self-made teaching aid "atmospheric pressure demonstrator". The experimental equipment is: alcohol cotton balls, matches, jars (3), balloons and cotton thread. The experimental equipment is simple, but the effect is very good. The specific method is: first blow the balloon, seal the mouth with thin thread, then light the alcohol cotton ball, put it into the jar (note: don't burn the jar too hot to avoid burning the balloon), and quickly put the balloon on the jar. After a while, you will find that the jar is tightly sucked on the balloon. According to the above practice, suck the other two cans on the cans, and finally lift the balloon. Through this demonstration experiment, the students' interest in learning this section is aroused at once.
2. Simulate hemispheric experiments in Fort Madre to experience the existence of atmospheric pressure.
After introducing the new class with the above experiment, I will recall the knowledge of liquid pressure I learned before. We know that liquid produces pressure because it has gravity and flows easily. Gas is also affected by gravity and flows easily, so will there be pressure in it?
The students were divided into groups to do experiments simulating the hemisphere of Fort Madre. Two plastic clothes hooks were dented, trying to squeeze out the air inside, and then pulling the clothes hooks hard. As a result, it took a lot of effort to pull them apart. In this way, students can really realize the existence of atmospheric pressure, but also realize that the atmospheric pressure is very high, and then let students pull the clothes hook in all directions, no matter which direction it is difficult to pull the clothes hook away, so that students can really realize that there is pressure in all directions. In this way, many problems can be easily solved by doing experiments, and teachers don't have to waste a lot of words.
3. Deepen the understanding of atmospheric pressure with real-life examples.
Atmospheric pressure has many applications in life. In addition to what is mentioned in the textbook, teachers can also let students open their minds and give examples in real life. Let's discuss in groups and see which group gives the most examples. Students will give many very good examples, such as "cupping commonly used by doctors", "sucking ink with a pen", "sucking drinks from the bottle mouth with a plastic pipe", "plastic clothes hook" and "sucking medicine with a syringe". So as to fully mobilize the enthusiasm of students and cultivate their awareness of cooperative learning. Examples given to students can help students explain themselves with atmospheric pressure, supplement teachers who are not satisfied with their explanations, and cultivate students' language organization and expression skills.
Finally, multimedia can be used to show pictures of piston pumps and centrifugal pumps. It shows that their job is to use atmospheric pressure to make students really feel that physical knowledge is really closely related to our daily life.
4. The Torricelli experiment was introduced from the experiment of capping the cup.
This paper introduces the experiment of covering a cup: fill the cup with water, cover it with cardboard, and then turn it upside down to see if the paper can hold the water in the cup. (Note: A glass of water is closely combined with paper, leaving no air, which is the key to the success of this experiment. Therefore, it is required that the cup mouth and the circle of the paper should be flat. The students are divided into groups to do experiments. As a result, water and paper didn't drop, which aroused students' strong interest. Inspired by the experiment of covering the cup, the demonstration shows that the test tube filled with water is inserted backwards in the mercury tank, and the water in the test tube does not pour. Then replace the test tube with a longer measuring cylinder and do the same experiment. It was found that the water in the measuring cylinder filled with water still did not fall. To guide students to analyze experiments, we need to use a liquid with a high density, and the density of mercury in the liquid is the highest, so it is more natural and effective to replace water with mercury and measuring cylinder with Torricelli vacuum tube.
5. Demonstrate the Torricelli experiment and introduce the alternative method to measure atmospheric pressure.
We know that the height of the atmosphere on the earth's surface is very high, the distribution of the atmosphere is very complicated, and the density of the atmosphere is a variable, so we can't use the formula of liquid pressure to calculate its pressure. Torricelli's experiment revealed an objective fact: the pressure of mercury column in vacuum and atmospheric pressure is equal on the same mercury surface. According to their equilibrium relationship, the pressure generated by mercury column replaces the atmospheric pressure that is difficult to calculate. It is an important breakthrough of experimental design thought and a great achievement of Torricelli. When teaching, explain this substitution to students, so that students can broaden their horizons and inspire their thinking. The idea of this lesson is to make full use of intuitive teaching AIDS to concretize abstract things. Achieve the effect that language can't express quickly, and let students get a comprehensive, concrete and true physical picture. Cultivate students' ability to observe, analyze and operate experiments, cultivate students' innovative ability and cooperative learning consciousness, and adapt to the requirements of quality education.
Reflections on pressure teaching 12 10 The content of the class is 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 gushed out from that small 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 pressure teaching12111. Analysis of instructional design
This lesson mainly talks about the preliminary knowledge of atmospheric pressure in gas pressure, which forms a relatively complete system together with the solid pressure and liquid pressure learned earlier.
1, junior middle school students have more perceptual knowledge than rationality, and most of their motivation and enthusiasm for learning come from interest; Physics teaching is based on experiments, which almost always accompany the whole teaching process. Therefore, in practical teaching, we should pay attention to students' personal experience and psychological characteristics while paying attention to the logic of knowledge, combine students' understanding of physical phenomena in life with mastering physical knowledge, and strengthen students' direct experience and personal experience.
2. In teaching, let students practice, experience the existence of atmospheric pressure, discuss the characteristics of atmospheric pressure, and apply atmospheric pressure knowledge to solve practical problems.
3. In teaching, let students participate in the hands-on operation together, giving students a sense of closeness and realism.
Second, some thoughts after class.
1 As we know, physical scene is the catalyst of physical learning. To learn physics knowledge, we should let students enter the created physical scene and make learning full of fresh and real atmosphere. For example, in the "cup-covering experiment", some students suggested that the cardboard did not fall off, was it "stuck" by water? This was unexpected before class, so we should pay attention to this kind of problem in the future. What kind of experiment should be designed to prove that the paper did not fall because of atmospheric pressure, but was "stuck" by water? You should be able to use multimedia courseware.
2. In classroom teaching, students' thinking activities must be purposeful thinking. To achieve this goal, we must combine students' thinking with practice in "learning by doing" with the help of external stimuli, so as to stimulate students' active emotional input. For example, in the experiment of how to make water flow out of plastic bottles, arrange students to complete this experiment to stimulate their enthusiasm for learning. On this basis, another student is required to achieve the purpose of the experiment in different ways, so that students can participate more widely and get excited, because such experiments come from their own labor results and achieve the purpose of exploring knowledge.
Reflection on pressure teaching 12 After reviewing pressure and buoyancy, students generally find it difficult to understand the comprehensive calculation of decompression and buoyancy. I found that a few students even used the wrong formula in students' unit tests, so how to effectively let students master the application of pressure and buoyancy in review?
1, define the basic concepts.
What factors are related to the function of pressure, the definition of pressure, the pressure of liquid, the relationship between gas pressure and flow, and the size of buoyancy, so that students can have a basic understanding of pressure and buoyancy.
2. Explain the basic application of the formula.
After sorting out the formula, the teacher showed the students the simple application of the formula with examples, letting some poor students know that there are templates to imitate, and only through some exercises can the effect be achieved from imitation to application.
3. Understand the general problem-solving methods of mechanical comprehensive problems.
(1) Carefully examine the topic and determine the research object in the topic.
(2) Determine the state and movement process of the research object, and analyze the stress of the process and state.
(3) Draw a schematic diagram of stress analysis.
(4) According to laws, formulas and equilibrium states, the equilibrium equations are listed.
(5) Solve the equation by mathematical method.
In the review process, we should teach students methods to make them clear, demonstrate and guide them with examples, and give them a preliminary experience. After that, let the students have a deep understanding and experience of the methods and ideas in combination with the corresponding exercises, and be able to use them flexibly. This process is not a day's work for most students, but a few students can fundamentally master what they have learned by mastering methods.