The school holds the school sports meeting every year, and the students like it very much. But the students who really participate in the project are only a part after all. If all students take part in physical topics related to physical education, then they not only take part in the sports meeting, but also promote the understanding and application of physical knowledge. Taking the sports meeting as an opportunity not only ensures the activity time, but also has venues, activity scenes and resources. In particular, the sports meeting contains physical knowledge that junior high school students can easily find and start to learn, which is conducive to the development of activities.
In the scientific practice of organizing students to carry out physics knowledge in the school sports meeting, I have a lot of gains and feelings about how to carry out activities to make small networks play a big role in physics teaching. I will reflect and summarize after the activities.
Part II: Activity income.
In the busy routine teaching work, how to adopt scientific and efficient organization methods to carry out scientific and technological practice activities has always been a difficult problem for front-line teachers to explore. Some operational measures have been accumulated in this activity. Teachers adopt the mode of carrying out activities through the network, design all links of the activity process as templates, and send them to students through the network, so that students can carry out activities independently. Teachers can give guidance on the network, solve the problems that students encounter synchronously, and give full play to the great application of small network in physics teaching.
The following is a case of physical knowledge of school sports meeting, summarizing some practical experience in activities.
First of all, explore a set of activities through the Internet.
Using constructivism theory to guide research-based learning in the integration of information technology and curriculum. Construct the teaching mode of "teachers create situations-network resources sharing and communication-students' practical innovation-teachers' guidance". In particular, the use of the Internet to create learning situations and provide a platform for dialogue, collaboration and display of works. Mainly according to the following structural mode:
1, Introduction: Teachers let learners know what they want to learn and stimulate learners' interest.
2. Task: Describe the activities carried out by students in detail. During the activity, the teacher explained the task of the activity by designing PowerPoint presentation, and passed it to the students on the network.
3. Process: the suggestive steps that teachers put forward to students by using the Internet. Students carry out specific activities and exchange feedback in the network, and teachers provide guidance and regulation through the network.
4. Evaluation: Evaluation indicators can be determined by students through online consultation. These evaluation forms are distributed to evaluators through the network. Evaluators can be teachers, parents or students. Evaluation criteria can take different forms according to different tasks.
5. Reflection and summary: This part provides an opportunity to summarize and encourages reflection on the process. Students can expand and summarize the contents and methods they have learned, write small papers or design new research topics. Teachers write reflection on activities and papers.
Case introduction:
A Brief Introduction to the Activity Process of "Physical Knowledge of School Sports Meeting"
First, the preparation of activities
1, determine the active task.
(1), what physical knowledge does the sports meet contain? You can choose a sports event to observe the physical knowledge contained in it, or you can collect all kinds of sports events with the same knowledge according to the classification of physical knowledge;
(2) Using the knowledge of physics to discuss how to avoid injury in sports and how to improve performance;
(3) Inventing new sports on campus based on physical knowledge is not very demanding, as long as you can use your brains to innovate.
2. Make an activity plan
(1) Activity time: September 20th10—June 20th101.
(2) Participants: Class 0/KLOC-0, Grade 3, Zhuhai No.5 Middle School.
(3) Group and select small topics for research and write an activity plan.
Second, the implementation of activities
(A) understand all kinds of sports
Specific activities: Learn about various sports through books and the Internet, and download and sort them out.
(two) to carry out activities and collect original data.
The forms of activities include: teacher's explanation, online data collection, sports event observation, experimental inquiry and analysis, special interview and report, design and creation, online resource sharing and discussion (e-mail, Q group, chat room, web page, etc.). ).
In the third grade (10), 48 students were divided into 1 1 groups to carry out activities. (Subtitle omitted)
(3) Complete the presentation of activity results in various forms.
1, write activity summary report, small experiment report, small paper or activity experience in written form;
2. Necessary objects, models, photos, videos, courseware, slides, web pages of activities or results can be supplemented according to conditions.
3. Show the results in the form of performance;
4. Other novel and creative forms of expression.
(4) exhibition activities,
1. Hold an online exchange class with the theme of "Physical knowledge of school sports meeting".
2. Show the new sports of the school sports meeting designed by the students, and ask the PE teacher to comment.
3. With the theme of "How to prevent injuries in sports competitions", discuss and communicate online.
4. Presentation of original materials of activities (in the form of web pages).
5. Make the activity into a web page, continue to explore the topic of this activity, continue the development of the activity, and constantly enrich the content of the activity.
(v) Feedback and evaluation of activities
Negotiate the evaluation criteria online, make an evaluation form, and students and teachers evaluate each other online. Instruct teachers to summarize activities and share their teaching reflections with classmates.
Second, the method of guiding students to determine small items online.
Students can determine small topics by discussing with teachers and classmates in Q group, or teachers can directly propose topics for students to choose from. In the activity, it is of great significance for teachers to guide students to discuss with each other, which is equivalent to reviewing and combing junior high school physics knowledge with students, and also invisibly teaching students how to sum up knowledge as a scientific learning method.
Attachment: the small topic provided by the teacher in this activity.
(1), the physical knowledge contained in bicycles.
(2) Physical knowledge contained in broadcasting system
(3) Physical knowledge contained in medals
(4), medical equipment
(5) Physical knowledge (heat) contained in physical performance during the sports meeting.
(6) How to apply physical knowledge in school sports meeting to avoid sports injuries.
(7) Physical knowledge contained in high jump and long jump.
(8) Tug of war
(9) Running
(10), relay
(1 1), basketball, football and other ball games.
(12), badminton, table tennis and other small ball games.
(13), skipping rope
(14), unicycle (center of gravity, axle, force, friction, etc.). )
(15), honor guard (audio, musical instruments, etc. )
(16), flower queue (density, light dispersion, etc. )
(17), bunting team (relative motion, light dispersion, density, light propagation along a straight line, etc. )
(18) and the application of "sound" in school sports meeting
(19), Application of electrical knowledge in school sports meeting
(20), the use of lever in human movement.
(2 1), the application of gravity knowledge in sports
(22) The application of mechanical knowledge in high jump.
Thirdly, the "activity record table" is designed as a template to simplify the organizational process.
According to the needs of activities, teachers design the activity process as an "activity record form" as a template for students to fill in during the whole process of carrying out activities. It is a guide to guide students to carry out activities in practice, and it is also a record catalogue of original materials. This move greatly facilitates teachers to organize activities, integrating recording, sorting out information and summarizing activities.
Records of scientific and technological practice activities carried out by the group
moving target
Subject name:
Activity plan
I-word duration
teacher
Other members of the research team
(full name)
Contact number
Qq number
Group leader
Member 1
Member 2
Member 3
The meaning of the topic (the purpose of choosing this small topic):
Topic introduction
Activity implementation
Activity form
1
Collect information in bookstores or online.
2
Interview survey or questionnaire survey
three
Interview and interview professionals
four
Experimental inquiry
The expected results of the research and its manifestations
1
Small paper
2
Field investigation report
three
Physical object, model or exhibition board display
four
website
five
mixed-media
six
audio-visual aids
Actual record of activities
time
Number of participants
Specific activity record
Activity reflection
Summary and reflection (summarize and reflect on the study of the whole scientific and technological practice activities and put forward suggestions for improvement)
Fourth, open up the extracurricular communication mode of online forums.
The experience gained from this activity is: after completing the construction of teaching mode, we should choose a suitable platform. Carry out activities on the network. It is an appropriate teaching platform to establish a learning forum on the Internet, where teachers can assign tasks, formulate processes, check the completion of tasks, and improve the evaluation system through mutual evaluation. Students use the internet to break through the walls of space and time, and promote the enjoyment and online communication of network resources. Teachers and students can communicate through e-mail, chat rooms and web pages. It must be emphasized that teachers should have certain intervention ability in the learning process, that is, they can play a leading role. Teachers can also chat with students about the world outlook, outlook on life, values and reflections on teaching online. You can even exchange the experience of life and study online, and give psychological counseling to students, which makes the communication between teachers and students more harmonious and shortens the psychological distance between teachers and students.
Fifth, use inquiry learning to promote activities and at the same time promote students to master inquiry learning methods.
In teaching, students are organized to study problems according to textbooks, learn to explore learning methods, master the determination of experimental purposes, design experimental steps, make experimental tables, learn to analyze experimental data and draw conclusions. But the learning effect is always not ideal. Or some links are weak or insufficiently considered, learning is passive and the level is uneven.
In this activity, I suggested to each group that we must use research-based learning to carry out activities in classroom teaching. The activity discovery effect is very good. Students choose the sports they are interested in by participating in the sports meeting. Through actual observation, students can easily determine the goal of the experiment, and the research is targeted and realistic. With the cooperation of the group, the scheme and table made are much better than the classroom teaching. Thanks to searching relevant information on the Internet, the guidance of teachers in the Q group and the full communication among students, everyone has a deep understanding of the research problem and the conclusion is correct. The most gratifying thing is that in the activities, inquiry learning has gradually become students' self-need, and students devote themselves wholeheartedly, rather than being imposed by teachers. Students have a deeper understanding of physics knowledge in the activities. Through the research of small topics, students' knowledge has been broadened and deepened, and their inquiry learning ability and comprehensive quality have been improved.
In this activity, all 58 students from Grade Three (10) participated, and * * * divided into 1 1 groups to carry out activities.
Taking the second group as an example, this paper introduces how students carry out research-based learning in activities, so as to broaden and deepen their understanding of physics knowledge and improve their inquiry ability. The small topic chosen by the group is "jumping the physics knowledge contained in high school".
Introduction: The theme of this group is "If you don't kick down when you take off, you can still jump".
Get up "exploration activities. The reason of "can't jump" is explained by "the action of force is mutual". The experiment of "whether the take-off height is related to the landing force when taking off" proves that under the same conditions, the greater the landing force, the greater the high jump height. In addition, the team also used the knowledge of "force can deform objects" and "pressure" to analyze "why are there sponge mats under the high jumpers?" " ; Starting with the analysis of the position of the center of gravity in high jump, this paper analyzes the achievements of various types of high jump. What kind of pole should be chosen for pole vault? "Finally, summarize the small steps of high jump.
It is not limited to the way students express the results of activities, but also to give full play to their specialties and personalities.
Students can learn some common expressions in the preparation of activities. But don't imprison students' innovative consciousness and encourage them to express it in their own way. Because we respect students' personalities and give full play to their specialties, the effect is surprisingly good. Students with strong liberal arts write small papers, students with strong hands-on ability make them, students with high painting level draw design drawings and so on.
Attachment: Students' Composition
Application of Friction Knowledge in Bicycle
……
3. Why can the bicycle stop after braking?
When braking, the friction between the brake shoe and the rim will hinder the rotation of the rear wheel. The greater the hand pressure, the greater the pressure of the brake shoe on the rim, the greater the friction generated, and the slower the rotation of the rear wheel. If you stop completely, the friction between the rear wheel and the ground becomes sliding friction (originally rolling friction, the direction is forward), and the direction is backward, which hinders the movement of the bicycle, so you stop.
Student: Did you gain much? Let's continue to soar in the interesting physical world!
Part III: Feeling and prospect after the activity.
Feeling: Teachers and students improve the application of information technology through activities to achieve a win-win situation.
This activity gave full play to the main role of students and the leading role of teachers, allowing students to learn independently in the network environment. The application of information technology and network has optimized teachers' "teaching" and students' "learning", and both teachers and students have been greatly improved. Students' information processing ability has been cultivated, which is an innovative process. In the network environment, if teachers want to control activities easily, they must first improve their own quality and play the role of courseware maker, course counselor and network navigator, so as to play a great role in physics teaching.
Outlook: Due to the favorable weather, favorable geographical location and favorable people, after careful arrangement, it is found that the school sports meeting contains all the knowledge of three junior high school physics textbooks, which can be made into school-based textbooks for continuous activities and can also be used as the second classroom content for students, which is a subject worthy of teachers' continuous exploration. Relying on the network can make activities more abundant and convenient. It is worthwhile for teachers to combine traditional knowledge with students' activities, integrate information technology with traditional courses, and give full play to the huge application of small network in junior high school physics teaching.