As a faculty member, we often need to prepare lecture notes, which can better organize teaching activities. How to write a speech to play a better role? The following are seven junior high school class notes I collected for you. Welcome to reading. I hope you will like them.
On the Course Draft 1 Junior Middle School Part I, teaching material analysis
"Gravitation" is the content of the second section of Chapter 13 "Force and Machinery" in ninth grade physics of People's Education Press. This course is taught according to students' knowledge of quality, force and the balance of two forces. Gravity is the most common force, and it is also the key content of this chapter. It is widely used in mechanics learning. When analyzing the force of an object, it is necessary to study whether gravity affects the motion of the object first, or learn the pressure later.
Second, the analysis of learning situation
The ninth grade students are in adolescence, and they are very curious and curious. Most of the students in Yangpu Middle School where I teach are simple and enterprising, but they have some limitations in the application of physical knowledge in real life. Therefore, I use multimedia-assisted teaching in teaching to broaden students' knowledge horizons. After more than one year's physics study, students have acquired certain experimental inquiry ability and spatial imagination ability, and their ability to analyze and solve problems has also been greatly improved.
Third, the target analysis
Based on the above teaching materials and the analysis of the learning situation, according to the specific requirements of the new curriculum standard, I have determined the teaching objectives of this lesson as follows:
Knowledge and skills: know what gravity is, understand the causes of gravity, know the direction of gravity and the application of heavy hammer line, know the center of gravity and draw a schematic diagram of gravity, and understand the relationship between gravity and quality.
Process and method: Through students' inquiry experiments, the relationship between gravity and quality is obtained, and the ability of "guessing, designing, operating, analyzing and demonstrating" is cultivated.
Emotion, attitude and values: stimulate students' interest in exploring natural phenomena and physical laws, cultivate students' spirit of bold conjecture and innovation, and improve students' sense and ability of cooperation.
According to the teaching objectives and the actual situation of students in our school, I determine the key points and difficulties of this class as follows:
Key points: the concept of gravity, the relationship between gravity and mass.
Difficulties: the direction of gravity and the application of heavy hammer line.
Experimental equipment: spring dynamometer, multi-hook code, thin iron wire, small weight, heavy hammer wire, plasticine, iron block with equal mass, aluminum block, scale, inclined plane and CD.
In order to better achieve the teaching objectives, I designed the following teaching process:
Fourth, curriculum analysis
Step 1: Create a situation and introduce new knowledge (about 5 minutes).
1. First, the teacher does demonstration experiments, and then shows pictures with multimedia courseware. Please observe and think? Let students know what gravity is, the concept of gravity and its causes.
(Design intention: By introducing examples, analogies and associations, let students experience that physics comes from and serves life, show students a lively physical world, encourage students to be good at observing life and thinking about problems like Newton, and gain something in the future, thus arousing students' interest in learning physics. )
The second link: cooperative learning, exploring new knowledge (about 22 minutes)
2, the size of the gravity (weight)
The gravity of an object can be measured by a spring dynamometer. The teacher demonstrated the method of measuring gravity.
(1) Question: What factors are related to the magnitude of gravity?
(2) Scientific conjecture: In view of the problem, encourage students to make bold guesses with the wings of imagination. Students may guess that the magnitude of gravity is related to the shape, volume (size), density (material) and mass of an object.
(3) Design experiments to verify the conjecture:
Ask students to think about what facts in life support their guesses. Teachers use the method of controlling variables to group the devices in their hands and guide students to explore whether their guesses are scientific and reasonable. Then each group reports the results of the inquiry, and the teacher guides the students to analyze the experimental results, so that the magnitude of gravity is related to the quality.
Teachers guide students to explore the relationship between gravity and quality by using experimental equipment.
Use a spring dynamometer to measure the gravity of different hook codes with a mass of 50 grams, and record the results in the table in the book. Then guide the students to draw a diagram of the relationship between gravity and mass with mass as the abscissa and gravity as the ordinate, and calculate the ratio of gravity to mass measured each time.
(4) Analysis and demonstration: Guide students to "discover" that the gravity of an object is directly proportional to its mass within the allowable range of error. Its ratio is a fixed value expressed by g, about 9.8 N/kg. Roughly, g= 10 N/kg can be taken, from which the formula for calculating gravity can be obtained.
Design intention: through students' bold guess and cooperative inquiry, students' practical ability can be improved and their interest in learning can be stimulated. Solving physical problems with mathematical images can make students perceive the relationship between gravity and quality more intuitively and vividly, highlight the key points of this lesson, and reflect the basic idea that students are the real masters of learning. )
3. Gravity direction
This is the difficulty of this lesson. The teacher demonstrated the experiment: the object fell freely and the small weight was hung with thin wire. During the break, let the students observe the direction of the thin wire hanging freely, and let them "discover" for themselves that the direction of gravity is vertical downward. This knowledge has an important application-heavy hammer line, which is used by construction workers to calibrate whether the wall is vertical. It is difficult for students to understand because they lack perceptual knowledge in this respect. Therefore, when teaching, teachers should first explain according to the textbook illustration 13.2-6, and then let each group of students use the heavy hammer line to see whether the classroom wall is vertical and whether the windowsill and desktop are horizontal, and analyze its working principle, so as to draw the conclusion that the heavy hammer line is actually made by applying the property that the gravity direction is always vertical and downward.
Students often mistakenly think that the direction of gravity is perpendicular to the contact surface. In order to correct this mistake, teachers do demonstration experiments and ask students to observe: are the two heavy hammer lines hanging above the horizontal desktop in the same direction as the inclined plane? Is it perpendicular to the horizontal desktop and inclined plane? Through analysis, students can make it clear that the direction of gravity is always vertical downward, not vertical downward.
Let the students observe the illustrations in "Think about it". Through discussion and analysis, let the students have a further understanding of the direction of gravity.
(Design intention: Considering students' existing cognitive structure and psychological characteristics, this part of teaching follows the method of from easy to difficult and in-depth at different levels. Weight line is an important application of gravity direction. The research on it embodies the concept of "from life to physics, from physics to society" and strives to break through the difficulties. )
4. Center of gravity-center of gravity
This content is more abstract. In order to help students build this physical model, we can do a small experiment first: how to hold the scale with one finger? Tell the students that the earth attracts every part of an object, and the gravity of the object can be considered to be concentrated at one point, which is called the center of gravity of the object. Explain to students that the position of the center of gravity is not only related to the shape of the object, but also related to the uniformity of the material. The position of the center of gravity is different when people are in different postures, because the geometric shape of people has changed.
For an object with uniform material and regular shape, the center of gravity is the geometric center of the object. Show students the center of gravity of objects with uniform materials and regular shapes, such as square thin plates, balls and bars with uniform thickness, and draw a schematic diagram of the center of gravity. At the same time, show the students CDs, which show that some objects are not object-centered. Through this teaching process, students will have a concrete perception of the center of gravity.
It is difficult to determine the position of the center of gravity for objects with uneven materials or irregular shapes. For thin objects with uneven materials or irregular shapes, the center of gravity can be found by hanging method.
Multimedia courseware is used to introduce students to the knowledge of using the center of gravity, such as "tumbler", "tightrope walking at high altitude" and "why the transportation department stipulates that transportation vehicles are not allowed to exceed the height", which embodies the application of physical knowledge in real life.
(Design intention: Using experiments to help students establish the difficult physical model of "center of gravity" and apply it to practice, which broadens students' knowledge horizons. )
The third link: internalization promotion, practical application (about 10 minutes)
The self-taught examination strengthens the training of the content learned in this course from three aspects: foundation consolidation, ability improvement and thinking development. (Design intention: Let students at different levels learn something and experience the happiness of success. )
The fourth link: perception and harvest, class summary (about 2 minutes)
What did you get from this lesson? How do you feel?
(Design intention: Let students talk about harvest, which reflects not only the achievement of knowledge and skills, but also the experience of the process, the acquisition of methods and the formation of physical thinking methods and emotional attitudes and values. The teacher will summarize according to the situation. )
Step 5: Arrange homework and consolidate sublimation (about 1 min)
Group A: 59 pages, 1, 2, 3 and 4 questions.
Group B: Write a scientific paper: What would the world be like without gravity?
Design intention: apply what you have learned, consolidate and improve, and learn scientific imagination. It conforms to the basic idea of "different people get different development in physics" in the new curriculum standard. )
An analysis of teaching methods and learning methods of verbs (abbreviation of verb)
In the above teaching process, I use heuristic teaching to guide students to actively explore and discover physical laws through analogy and association, guided discovery, intuitive demonstration, students' hands-on exploration and group cooperation. At the same time, the use of multimedia courseware to assist teaching makes the physical scene concrete and visual, which is conducive to stimulating students' interest in learning. Let students realize the importance of physics learning methods such as observation and experiment. In the interaction between teachers and students, let every student speak, practice and use his brain, so that students at different levels can acquire knowledge, form skills, develop thinking and learn to learn to learn, which stimulates students' initiative and enthusiasm in learning physics and better promotes students to achieve the goals of this lesson.
Evaluation and analysis of intransitive verbs;
In this class, according to the actual needs of teaching, I integrate various teaching resources, adopt teaching methods suitable for students in our school, pay attention to scientific inquiry, strive to expand students' knowledge and develop their intelligence; Improve the ability to analyze and solve problems, and establish interest and confidence in learning physics well. However, classroom teaching is a dynamic process, and students' thinking is often influenced by classroom atmosphere and emergencies. Therefore, teachers should adjust the teaching links according to the actual situation, make the best use of the situation, and make the classroom teaching effect.
Hello, teachers, I'm candidate No.3, and today I'm talking about "stress". I will elaborate on what to teach, how to teach and why to teach, from teaching material analysis, the analysis of learning situation, the analysis of teaching objectives, the analysis of teaching difficulties and the analysis of teaching process.
Teaching material analysis is the prerequisite for a good class. Before the formal content begins, let me talk about my understanding of the textbook:
First of all, talk about textbooks.
"Stress" is the content of the second volume of junior high school physics in grade eight published by People's Education Publishing House. Mainly talk about the concept and formula of pressure and how to increase and decrease it. The concept of stress is not only the focus of this class, but also the main line of this chapter. The knowledge of pressure and pressure is the continuation of the previous learning effect, and also lays the foundation for the later learning of liquid pressure. Therefore, learning this lesson well is of great significance to the whole chapter.
A successful class should not only be familiar with the teaching materials, but also fully understand the characteristics of students:
Second, talk about learning.
The students in this class have mastered the basic knowledge of mechanics in their previous studies, and have strong observation ability and independent thinking ability, but their abstract thinking ability is not yet mature. For the content of this class, students have already had the effect of pressure, which is an obvious mindset, which is also the difficulty to be solved in this class.
(Transitional sentence) Based on the above analysis of the teaching materials and the grasp of the learning situation, I have determined the following three-dimensional goals:
Third, the teaching objectives
Knowledge and skills
Understand the pressure initially and calculate it by formula, and understand how to increase or decrease the pressure.
Process and method objectives
Through experiments, explore which factors are related to the effect of stress, and learn the control variable method.
Emotional attitudes and values goals
Through the study of this lesson, students' interest in learning physics can be stimulated and their ability to explain life phenomena by using physical knowledge can be improved.
In line with the new curriculum standards, on the basis of thoroughly understanding the teaching materials, according to the teaching objectives and students' knowledge structure, I have determined the following teaching priorities and difficulties:
Fourthly, the importance and difficulty of teaching.
focus
The concept and formula of pressure and how to increase or decrease it.
difficulty
An experimental process to explore which factors are related to the role of stress.
Teaching methods of verbs (abbreviation of verb)
Scientific and reasonable teaching methods can get twice the result with half the effort. Therefore, in the teaching process, in order to break through the key points and solve the difficulties, I will adopt teaching methods such as lectures, experimental inquiry, dialogue and practice. In the study of law, the guiding ideology I carry out is "teachers as the leading factor and students as the main body". Return the initiative of learning to students, so the learning methods I adopt are: cooperative communication and observation induction.
Next, I will focus on my teaching process, which is also the core link of this lecture: according to the principle of "teacher guidance-student-oriented", I have designed the following teaching links.
Sixth, the teaching process.
The first is the import link:
In this session, I will show pictures: show two people with similar weight standing in the snow, with or without skis, so that students can observe the differences. Students will find that people who wear skis will not get stuck in the snow. Then, why can a big camel walk in the desert without getting stuck in the sand, and why is the mouth of such a small mosquito easy to pierce the skin, thus causing students' cognitive conflicts and stimulating their interest in learning, which in turn leads to today's topic-stress. (blackboard writing)
Students are familiar with and curious about the design intention. With the suspense of knowing why this is, entering a new class can stimulate students' interest in exploration.
Next is the new course teaching, which is also the core of the teaching process.
When exploring the factors that affect the stress effect, I will demonstrate two groups of experiments respectively, so that students can observe the phenomena of the two experiments and what factors are the same and different in the experiments: (1) Put two small tables on the same sponge, there is nothing on A's small table, and there is a heavy object on B's small table; (2) Keep the same as the last experiment B. In experiment C, put the small table on the sponge in turn and put a weight on the small table.
I will guide students to sum up what factors are related to the effect of pressure according to the phenomena of two experiments: the effect of pressure is related to pressure and stress area (blackboard writing) (when the pressure is the same, the smaller the stress area, the more obvious the effect of pressure; When the stress area is the same, the greater the pressure, the more obvious the effect of pressure. ) and explain that the inquiry method used in the above experiment is the control variable method.
Next, I will explain that the function of pressure is called pressure in physics, and the definition of pressure is the ratio of the pressure on an object to the force area. Write the letter expression and unit of pressure according to the concept. P = feet/second, in Newton/square meter. I'd like to add that besides N/m2, there is also a proper term: Pascal, 1N/m2= 1Pa.
The purpose of this design is to let students observe the experiment carefully, which not only leaves a deep impression on students, but also cultivates their experimental inquiry ability.
Finally, I teach how to increase or decrease stress (write it on the blackboard). I show some pictures of life examples: the wide chain of bulldozers, the head of an art seal engraver, the broken window hammer on the train, and the sleepers laid under the train track. What is the reason for this design? Ask the students to discuss in groups and send representatives to answer. According to the knowledge learned in this lesson, the students will say that the sleepers laid under the bulldozer chain and the train track are to increase the stress area and reduce the pressure on the ground. Sealing cutter and window hammer are used to reduce the stress area and increase the pressure. Let me sum up: when the pressure is constant, increasing the stress area can reduce the pressure; Reducing the stress area can increase the pressure.
Through group discussion, we can not only highlight students' dominant position, but also improve students' cooperative ability.
After the new lesson is taught, the next step is to consolidate and improve the links:
In this section, I will show an exercise, which is solved by the pressure formula: put a book on a horizontal desktop, the gravity of the book is 3N, and the contact area with the desktop is 5× 10-2m2, and calculate the pressure of the book on the desktop.
The purpose of this link is to test whether students have mastered the knowledge points of this lesson, and through this topic, they can also combine the knowledge of this lesson with the practical problems in life, so as to truly apply what they have learned.
Finally, summarize the operation links:
When summing up, I will let the students sum up the knowledge points of this lesson by themselves. I will ask the students to answer by asking questions, which will not only help me understand the students' knowledge of this lesson for the first time, but also improve their summing-up ability.
In the homework session, I will assign students such a task: please go back and collect some examples of how to increase or decrease the pressure of life. This can not only improve students' knowledge transfer ability, but also enable students to apply what they have learned to their lives.
Seven, blackboard design
Finally, talk about my blackboard design. My blackboard writing pays attention to the design of intuitive system. The knowledge points are arranged from easy to difficult, and the important and difficult points are prominent, so that students can grasp the core of this lesson at a glance.
The third part of the lecture notes I. Teaching objectives
1. Understand and master the similar concepts of two graphs.
2. Understanding the concept of proportional line segment determines the proportion of line segment.
Second, the key points and difficulties
1. Focus: the concept of similar graphics and the concept of proportional line segments.
2. Difficulties: the concept of proportional line segment.
3. Ways to break through difficulties
(1) The concept of similar graphics can be introduced with a large number of examples, but it should be noted that describing graphics with the same shape as similar graphics in textbooks is only a description of the concept of similar graphics, not a definition; It should also be emphasized that: ① Similar shapes, regardless of position, color and size (the size can be the same or different), must have the same shape. When the shape and size are the same, two figures are congruent, so congruence is a special similar shape); (2) Similarity refers not only to plane graphics, but also to three-dimensional graphics, such as airplanes and airplane models. (3) Two graphs are similar, one graph can be regarded as enlarged or reduced by the other graph, and the graph obtained by partially lengthening or widening one graph is not similar to the original graph.
(2) For proportional line segments:
① We learned the proportional line segment on the basis of the knowledge of number ratio and the basic nature of proportion in primary school; (2) the ratio of two line segments has nothing to do with the length unit adopted, so we should pay attention to the unified unit when calculating; ③ The line segment ratio is a positive number without unit; (4) The four line segments A, B, C and D are proportional, and it is recorded as or A: B = C: D; (5) if the four line segments meet the requirements, there is ad=bc (for the convenience of future study, it can be supplemented appropriately; On the other hand, if four line segments meet the requirement of ad=bc, there is AD = BC, or seven other expressions).
Third, the intention of the example.
The three examples in this lesson are supplementary topics. Example 1 is a multiple-choice question to judge the similarity of graphics. Through explanation, let the students know (1) that similar shapes must have the same shape regardless of position, color and size. (2) Two graphs are similar, one graph can be regarded as enlarged or reduced by the other graph, and the graph obtained by partially lengthening or widening one graph is not similar to the original graph; (3) When identifying similar figures, don't take the position as the standard, but have the same shape. In Example 2, by using three different length units of M, cm and mm respectively, the values obtained are equal, so that students can make it clear that the ratio of two line segments has nothing to do with the adopted length units, but the length units of the two line segments must be the same when comparing; Example 3 is the problem of finding the ratio of line segments, which gives students a better understanding of the scale: scale =, and finding the ratio of the distance on the map to the actual distance is to find the ratio of two line segments.
Fourth, classroom introduction
1.( 1) Please look at the five-star red flag directly above the blackboard. What is the relationship between the big five-pointed star and the small five-pointed star on the five-star red flag? Let's look at the following two pictures. What is the relationship between their shape and size? (You can also give a few more examples)
(Introduction of P36.
(3) The concept of similar figures: Figures with the same shape are called similar figures. (emphasis: see above)
(4) Ask students to give several examples of similar graphics.
(5) Explanations 1.
2. Question: If the pointer and pencil in the teacher's hand are regarded as two line segments AB and CD respectively, what is the length ratio of these two line segments?
Induction: The ratio of two line segments is the ratio of the length of two line segments.
3. Proportional line segments: For four line segments A, B, C and D, if the ratio of two of them is equal to the ratio of the other two, such as (that is, ad=bc), we say that these four line segments are proportional, which is called proportional line segments for short.
Note that the ratio of (1) two line segments has nothing to do with the length unit adopted, so we should pay attention to the unified unit when calculating; (2) The line segment ratio is a positive number without unit; (3) The four line segments A, B, C and D are proportional, and it is recorded as or A: B = C: D; (4) If four line segments are satisfied, there is ad=bc.
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