In teachers' actual teaching activities, it is very necessary to design a lecture carefully, which can effectively help us summarize and improve our teaching skills. How to write a speech? The following is the model essay of Newton's first law lecture notes in junior high school that I compiled. I hope it will help everyone.

Lecture Notes on Newton's First Law in Junior High School 1 Let me talk about the textbook first.

1, textbook content

"Newton's first law" is the knowledge of the first section of Newton's laws of motion in the fourth chapter of the first volume of senior high school physics published by People's Education Press (compulsory).

2. The position and function of teaching materials

Newton's three laws of motion are the core content of dynamics, and Newton's first law is the teaching content of this course and the cornerstone of Newtonian physics. Firstly, the human understanding of the relationship between motion and force is reviewed, and Galileo's thinking method and outstanding contribution to the study of the relationship between motion and force are emphatically introduced. Then the content of Newton's first law and the concept of object inertia are described. It laid a good foundation for the follow-up study of Newton's laws of motion. Put forward the teaching objectives of this section according to the textbook.

3. Three-dimensional teaching objectives

Knowledge and skills:

(1) Understand the main reasoning process and conclusion of Galileo's ideal experiment;

(2) Understand Newton's first law and its meaning;

(3) Understand the concept of inertia and know that quality is a measure of inertia.

Process and method:

(1) Cultivate students' observation ability through experiments;

(2) Cultivating students' scientific thinking methods through experimental analysis; (analysis, summary, reasoning)

(3) through the explanation of inertia phenomenon, cultivate students' ability to use what they have learned flexibly.

Emotions, attitudes and values:

(1) Through the brief introduction of the history of physics, educate students to understand the twists and turns of human understanding of things with a rigorous scientific attitude;

(2) Through Galileo's research on the relationship between force and motion, cultivate students' spirit of daring to adhere to the truth, not superstitious about authority and scientific inquiry.

4. Teaching emphasis and basis

Teaching emphasis: Newton's first law and inertia. The key reason is that this course is a teaching course of physical laws. The purpose of scientific inquiry and experimental demonstration in this lesson is to understand the relationship between force and motion, and to reveal the law of understanding things and Newton's first law and inertia.

5. Teaching difficulties

Teaching difficulty: the relationship conducive to sports. Students get a misunderstanding from life experience, and its essence is covered up by phenomena. The motion of an object is the result of force. In order to make students get rid of this concept and establish a correct understanding, teachers need to design carefully, reason closely and change their wrong views.

Second, talk about learning.

On the basis of learning inertia in junior high school, senior one students have certain analytical reasoning and logical thinking ability. But for study habits, the initiative is not strong, cognitive habits, passive acceptance of learning is the main. Therefore, the following teaching methods are formulated.

Third, oral teaching methods

In view of the present situation and difficulties of learning, the method of combining problem teaching method, experiment method and multimedia teaching method is adopted. Setting up scientific inquiry course can cultivate students' autonomy while breaking through difficulties and forming key points. The ability of cooperative inquiry learning.

Fourth, the methods of speaking and learning

Scientific inquiry method. It is beneficial for students to acquire knowledge actively, give full play to students' main role, enhance students' learning enthusiasm, and cultivate students' scientific inquiry ability and scientific attitude of seeking truth from facts.

Fifth, talk about the teaching process.

1, introduce a new lesson

Introduction to the question:

(1) What should I do if I want to move the static eraser?

(2) Stop exerting force, what will happen to the blackboard eraser? (live demonstration)

Misleading students: physics will move if it is pressed, and will stop if it is not pressed.

The fallacy that force is the reason for maintaining the motion of objects (Aristotle's point of view).

Experimental demonstration: Pushing a car and removing the thrust did not stop immediately, which stimulated students' interest in inquiry, mobilized their enthusiasm and enlivened the classroom atmosphere.

2. New curriculum teaching

Experimental demonstration: Using multimedia demonstration, make the car go downhill at the same height and slide on the surface of towel, cotton cloth and glass respectively. Let the students observe.

Question: Why the sliding distance is different (scientific inquiry process 1: question).

Students' comments: It may be because of friction. (Encourage students to express their opinions)

Teachers introduce the history of physics: on Galileo's misunderstanding and conjecture about force and motion before.

Ask a question: If there is no friction, how will an object move?

The students followed the guess: move on. (scientific inquiry process 2: conjecture and hypothesis)

Ideal experimental inquiry process

Students read textbooks, and teachers demonstrate ideal experiments with multimedia teaching methods. Students are eager to understand Galileo's thinking process.

Show Galileo's thinking process: (scientific inquiry process 3: making plans and designing experiments)

Question 1: How high would the ball rise on the first slope without friction?

Let students actively participate in the discussion.

Question 2: What height will the ball on the second slope rise to?

Question 3: How can the ball change its horizontal position to reach its original height?

Question 4: How does the ball move on a horizontal plane?

Lecture Notes of Newton's First Law in Junior Middle School 2 I. Textbooks

(A) Teaching content

Newton's first law is the content of the first section of physics in the eighth grade of People's Education Press. Including the influence of resistance on the motion of objects, Newton's first law and inertia. This class is a class hour.

(B) the status and role of teaching materials

Newton's first law is one of the three laws in classical mechanics. It connects the most basic uniform linear motion with whether the object is stressed, establishes the relationship between force and motion, and is an extension of the role of the previous force, laying the foundation for later learning the knowledge of the balance of the two forces and playing a role of connecting the past with the future. The textbook puts Newton's first law in a very important position, which is the basis of this chapter and even the whole junior high school physics curriculum.

(3) Teaching objectives

According to the requirements of curriculum standards, combined with the content of teaching materials and students' existing cognitive basis, I have formulated the following three-dimensional teaching objectives:

Knowledge and skills

1, know Newton's first law and understand its meaning.

2. The inertia of objects can be used to explain the related phenomena in life and nature.

Process and method

1. An experiment to explore the influence of resistance on the motion of objects.

2. Experience the scientific reasoning process of establishing Newton's first law and know Newton's first law.

Emotions, attitudes and values

Experience the joy of success in the research process and realize that science is around us.

(4) Key points and difficulties

The focus of teaching is to study the influence of resistance on the motion of objects through experiments, and the difficulty is to establish the scientific reasoning process of Newton's first law. The method of combining experimental inquiry with scientific reasoning should be adopted in teaching, so that students can reasonably speculate and summarize the laws through observing and analyzing experimental phenomena and scientific imaginative reasoning, and cultivate their ability of observing experiments and scientific reasoning.

Second, talk about learning.

The learner is an eighth-grade student. The advantages are: after studying physics for half a semester, students have a certain ability of experimental inquiry, and have studied the effect of mechanical movement in the first semester of eight years and the first section of force in the first semester of eight years, knowing that force can change the motion state of objects, paving the way for this section of learning. The disadvantage is that students are influenced by life experience, and the wrong idea that "the movement of objects needs strength to maintain" is not easy to change.

In the research, some students mistakenly believe that "an object has inertia only when it keeps moving in a straight line at a constant speed or at rest". I don't understand that all objects have inertia, and inertia is related to mass. This problem cannot be solved overnight, and it needs to be accepted slowly through case analysis.

Third, the way of speaking.

"there is a law in teaching, but it is impossible in teaching." Choosing effective methods is the guarantee to achieve good teaching results. In this class, I adopt the problem-oriented teaching mode of "five rings, three steps and one center". In the process of "solving problems", the combination of "demonstration method" and "scientific reasoning method" is mainly used for teaching, that is, through observation, analysis and discussion of experimental phenomena, as well as scientific imagination and reasoning, students are guided to discover knowledge and sum up laws.

Teaching activity is an organic combination of teaching and learning. Under the correct implementation of the above teaching methods, I guide students to adopt scientific inquiry, group cooperative learning, discussion and analysis and induction. I think "teaching students methods is more important than teaching students knowledge". The purpose is to give students enough opportunities to participate in learning activities, cultivate students' habit of using their brains and hands, and change students from "learning" to "learning".

Fourthly, talk about teaching design.

This lesson will begin with the following links:

Create a situation, introduce new knowledge → ask questions, trigger thinking → cooperate and exchange, solve problems → summarize, strengthen understanding → transfer knowledge, consolidate application → expand innovation, extend sublimation.

The first link: create a situation and introduce new knowledge (about 2 minutes).

Gorky said: "Curiosity is the beginning and the way to know." To this end, I designed a thinking question to introduce a new lesson, so that students can feel that science is around from the examples around them.

Thinking: A skateboard that slides horizontally will eventually stop when it stops pedaling. Does it need force to move? What is the reason for stopping? Students are familiar and curious about this kind of problem, and entering the new classroom with suspense to know why this is can arouse students' interest in exploration.

The second session: Ask questions to stimulate thinking (about 8 minutes)

1. What methods were used in the inquiry experiment? Observe what? What is the conclusion?

2. What is the content of Newton's first law?

3. What is inertia? What is the size of inertia related to?

4. What phenomenon can inertia explain?

The design intention of this link is to let students understand the main content of this section by reading the textbook and cultivate their self-study ability.

The third link: cooperation and communication to solve problems (about 25 minutes)

First, the influence of resistance on the motion of objects.

The link is designed in three steps:

Step 1: Show the experiment with flash courseware, and let the students feel that Galileo's point of view is correct with strict reasoning method. Through reviewing the history, we can cultivate students' rigorous scientific attitude, and through the flash demonstration of images, let students have a preliminary understanding of Galileo's ideal experiment, paving the way for the next experimental exploration.

Step 2: Explore the influence of resistance on the motion of objects.

The teacher shows the following questions and the students analyze them.

1. What is the purpose of our experiment? Experimental observation of what?

2. What are the functions of several different objects placed on the chessboard?

3. How to ensure that the car starts at the same speed in the experiment?

4. In the experiment, if we change the surface to smoother glass, will there be any change in the movement of the car?

5. What if the surface is smoother than glass?

6. If the surface is absolutely smooth, how will the car move?

7. What happens if a stationary object is not stressed?

Through the guidance of these difficult questions, let students discuss and communicate with each other. Students carefully observe and solve problems during the teacher's demonstration. This not only left a deep impression on them, but also cultivated their experimental inquiry ability. At the same time, let students know that observation and experiment are the basis of learning physics, and uncertain views should be verified by experiments.

Step 3: Draw a conclusion through the analysis of experimental data.

The teacher emphasized the following points:

1, Aristotle thinks that the view that "sports are maintained by force" is wrong, and Galileo thinks that "sports don't need force to maintain" is correct. The reason why the moving object will stop gradually is the action of resistance, so the force changes the moving state of the object, rather than maintaining the moving state of the object.

2. The ideal experiment is based on the reasonable reasoning of the experiment, not the imagination. It was Galileo who dared to stick to the truth, didn't believe in authority, and was persistent in science that he completed his ideal experiment, overthrew Aristotle's wrong theory in xx, and laid the foundation for later research by Descartes and other scientists.

Second, Newton's first law.

Students can draw a conclusion through experiments and observation of animation: if the surface is absolutely smooth and the resistance of the moving object is zero, the object will move at a uniform speed.

Problem: A moving object will move forever without resistance. What will happen to a stationary object without resistance?

Students can draw a conclusion through discussion: a static object will remain in a static state without force.

Teacher's explanation: In order to solve the relationship between force and motion, Newton put forward Newton's first law on the basis of previous studies such as Galileo and Descartes:

Guide students to draw the following conclusion: We make reasonable reasoning on the basis of scientific and correct experiments, and finally come to a credible conclusion that all objects always keep still or move in a straight line at a constant speed without force, which is Newton's first law. At the same time, it teaches students a research method of experiment+reasoning.

It takes a long time for teachers to let students know about the development of any science by showing pictures, and students' views and inquiry process obtained through experiments are consistent with those of great scientists, thus gaining a sense of accomplishment, enhancing their self-confidence in inquiry and laying the foundation for lifelong learning.

How to thoroughly understand Newton's first law has always been a big problem for many students. By thinking about the following three questions, we can break through the difficulties in this section.

1, what is the scope of application of Newton's first law?

2. What are the applicable conditions of Newton's first law?

3. What is the relationship between force and motion?

When explaining Newton's first law, we mainly emphasize the meanings of "everything", "free from external force", "forever" and "or", and emphasize the ideal of Newton's first law. In this way, students can deepen their understanding of Newton's first law and express it accurately.

Third, inertia.

Introduce the definition of inertia, which is related to mass. Through the experiment of "the ball doesn't fly out with the ejected metal sheet", it can be known that inertia is the property that an object keeps its moving state unchanged. Play examples of inertia in life, let students learn to explain the phenomena in life and nature with the inertia of objects, and realize that people can use inertia to avoid the harm caused by inertia.

The fourth link: summing up and strengthening understanding (about 3 minutes)

Let the students talk about the gains and puzzles of this lesson. Spending 3 minutes reviewing and sorting out the knowledge points in this lesson can not only deepen students' understanding of what they have learned, but also establish an overall impression of the knowledge points in students' minds.

The fifth link: knowledge transfer, consolidation and application (6 minutes)

1. In sports, what events did my classmates participate in? Now, please think about it. What happens if you are racing with your classmates and all your strength suddenly disappears?

Inertia is the cause of many traffic accidents. What are some examples used in life and production? What are some examples to prevent the harm caused by inertia?

This link sublimates knowledge by integrating theory with practice. Through practice, students can understand and master Newton's first law and inertia knowledge more deeply.

The sixth link: expanding innovation and extending sublimation (about 1 min)

What will our life be like if electricity disappears? Write a short essay on the subject.

The writing of this design essay requires students to go deep into life and experience life, and at the same time, through the completion of practical homework, form a review of knowledge.

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