Selected 5 model essays of physics teaching plan template in senior three.

Different from senior one and senior two, the knowledge reviewed in senior three is to better combine with the college entrance examination outline, so it is necessary to check and fill in the gaps at this time. The following is my "Five Selected Model Essays of Physics Teaching Plan Template for Senior Three" for your reference only. Welcome to read this article.

Part 1: The model essay "Composition of Force" selected from the template of physics teaching plan for senior three is the content of Section 10 of Chapter 5 "Force and Balance" of xx compulsory X, and it is one of the key contents of this chapter; Mechanics is the foundation of high school physics, so the content teaching in this chapter is related to the success or failure of high school physics teaching, so the teaching in this chapter is particularly important. This section studies the resultant force of various forces on the basis of the preliminary concepts of force and common force, which has the following characteristics:

1. Based on the balance of two forces in junior high school;

2. Students already know scalars and vectors;

I learned the diagram of force in the course of gravity.

Therefore, the main teaching contents of this section are: the synthesis of resultant force, component force, * * point force and * * point force, and the relationship between the magnitude of resultant force F and the included angle α of component F 1 and F2. According to the content and characteristics of teaching materials, in order to improve the scientific literacy of all students, we should train students from the "three-dimensional goal" of the new curriculum. According to the requirements of the syllabus and the new curriculum standards, the following teaching objectives are put forward:

Knowledge and skills:

1. The concepts of synthesis and resultant force can be understood from the function of force.

2. The parallelogram rule can distinguish between vectors and scalars, and grasp the magnitude of force through experiments, which is a universal rule of vector operation.

3. It will be used as a graphic method to find the resultant force of * * * point forces, and it will calculate the resultant force of several * * * point forces on the same line.

4. Knowing the relationship between the resultant force and the included angle between the original two * * * point forces, we will use the knowledge of right triangle to calculate the resultant force of the * * * point forces.

Process and method

Learn to design experiments and observe experimental phenomena; And the research methods of induction and summary.

Emotional attitudes and values

Learn to use the equivalent physics thought to solve problems, and cultivate students' scientific attitude of seeking truth from facts.

Senior one students' thinking is single and fixed, and they change from perceptual knowledge to rational knowledge. The focus of this section is to introduce the concepts of synthesis and resultant force through examples. The difficulty in teaching is to understand the parallelogram rule.

Theory and teaching method

Physics teaching focuses on inspiring thinking and teaching methods. Students have their own understanding of the balance of two forces, which can be used as the starting point of teaching. Under the guidance of teachers, let students analyze what is * * * point force, sum up the difference between resultant force and component force through induction, and explore the parallelogram rule of force synthesis through experiments, and then further expand to the synthesis of multiple * * * point forces in connection with life; Make students fully understand the teaching materials and grasp the important and difficult points; Therefore, this class comprehensively uses intuitive teaching method, inductive summary method and experimental inquiry method combined with multimedia means. In teaching, we should strengthen the two-way activities between teachers and students, ask questions and evaluate them reasonably, and guide students to actively explore new knowledge.

Speaking and learning methods

Students are the main body of classroom teaching, and modern education takes students as the center, paying more attention to the guidance of students' learning methods in the teaching process and guiding students to actively explore new knowledge. In the teaching process of this lesson, on the basis of junior high school, review the balance of two forces to guide students to learn the concept of resultant force, emphasizing that the synthesis of forces is not a simple algebraic addition and subtraction; Then let the students explore what kind of law the synthesis of force satisfies. Guide students to actively think and explore parallelogram rules; Observe and summarize. Clever use of questioning and evaluation can activate students' enthusiasm, mobilize the classroom atmosphere, and enable students to complete their learning tasks in a relaxed, independent and discussed learning environment.

On the Teaching Process

From the above analysis, it can be seen that mastering knowledge in teaching is the center and cultivating ability is the direction; Grasp the key points and break through the difficulties. Design the following teaching procedures:

1. Import a new lesson: (It takes about 5 minutes)

Projection (showing the beauty of balance in nature) makes students realize that the phenomenon of force and balance can be seen everywhere, thus stimulating students' curiosity and thirst for knowledge. Bring students' thinking into the classroom.

2. New course teaching: (about 35 minutes)

Ask questions (what is * * * point force) so that students can read the textbook and answer questions. The teacher explains the concept of * * * point force with examples, emphasizing that the extension lines of several forces will intersect at one point, which is * * * point force.

Teachers review the knowledge of "the balance of two forces" in junior high school, so that students can review the synthesis of two forces on the same line; Basic concepts of component and resultant force. The teacher gave an example (painting on the wall, one person carrying a bucket of water and two people carrying a bucket of water together, etc.) ) and made a force analysis diagram, pointing out that the forces are not in the same straight line. How to synthesize power? Students think and discuss. Teachers provide students with rubber bands, dynamometer, ruler, blank paper, etc. So that students can read 82 pages of experimental inquiry and conduct experiments in groups. Teachers guide students to experiment, induce and summarize. Then the parallelogram rule is obtained. In the inquiry experiment, the teacher explained the difference between component force and resultant force, and the difference between resultant force and force synthesis. Students can experience the relationship between the resultant force and the original two forces and the included angle through hands-on experiments, so that students can better master the calculation rules of vectors different from scalars.

The teacher gives an example (horizontal right force f1= 45n; Vertical upward force F2; Let the students analyze and answer the problem-solving ideas, and the teacher will further expand to the synthesis of multiple points. This is a process from simple to complex, which accords with students' cognitive characteristics. The teacher summarizes the contents of this section, and then explains and consolidates the examples to make the students' knowledge stable. Finally, assign homework. (On the blackboard: In teaching, half of the blackboard is used to write concepts, and the other half is used to draw and analyze. )

Conclusion: In the above design, I strive to be "student-centered" and actively advocate students' thinking, autonomous learning and active inquiry based on physical experiments. At the same time, we should adjust the teaching according to the needs of students and the actual situation in the classroom, and constantly reflect and summarize. Here, teachers and leaders are invited to criticize and correct me. Thank you.

The second part: the analysis of model essay teaching in physics teaching plan of senior three.

Electromotive force is a difficult point in this chapter. The textbook clearly puts forward the concept of "non-electrostatic force", so that students can understand non-electrostatic force from the perspective of work and energy, understand the role of non-electrostatic force in circuits, and understand the concept of electromotive force from the perspective of "non-electrostatic force" doing work.

At the same time, in order to reduce the difficulty, the textbook directly gives the definition of electromotive force, but it only says that electromotive force is equal to the work done by the positive charge of 1C in the power supply from the negative electrode to the positive electrode, and it is not strictly defined by the ratio method. The internal resistance of power supply is very important in the study of ohm's law of closed circuit. This section has made some preparations.

We often say that students should go through the scientific process in various forms. Students can understand new laws through discussion or experiment, understand the work process of predecessors through reading, and accept new concepts one by one with teachers' ideas. These are all different forms of experiencing the scientific process.

Teaching objectives

1. You should know that the power supply is a device that converts other forms of energy into electrical energy.

2. Understand the relationship between electrostatic and non-electrostatic work and energy conversion when the free charge moves directionally in the circuit (outside and inside the power supply).

3. Understand the basic meaning and definition of electromotive force of power supply.

4. Understand the internal resistance of power supply.

Emphasis and difficulty of teaching

The establishment of the concept of electromotive force is both important and difficult. This set of books expounds the idea of "learning energy by doing work" in many places, and paves the way for this. Here, we use this functional relationship to learn electromotive force again. It can make students have a deep understanding of the electromotive force of power supply, and also cultivate students' rational thinking habits. In this lesson, the concept of electromotive force is established by comparing electrostatic work with non-electrostatic work. This paves the way for studying ohm's law of closed circuit in Section 7.

Teaching methods and means

Experimental demonstration and logical reasoning. In the two confusing concepts of voltage and electromotive force, a new concept is established by using electrostatic force and non-electrostatic force for comparative teaching.

Preparation before class

Teaching media.

Metal plate, acidic solution, sensitive galvanometer, various dry batteries, student power supply, wires, keys, small bulbs, projectors.

Knowledge preparation

1. Review before class: Definition of potential difference: U=Wq.

2. Explain before class: In a metal conductor, the charge that can move freely is a free electron. Because they are negatively charged, the directional motion of electrons in one direction is equivalent to the directional motion of positive charges in the opposite direction. In order to facilitate the discussion in this section, the positive charge has been shifted.

Chapter three: Select the model essay knowledge target of physics teaching plan template in senior three.

1, know how the eddy current is generated;

2. Understand the advantages and disadvantages of eddy current, and how to prevent and use it.

Affective goal

By analyzing examples, we can cultivate students' comprehensive understanding and scientific attitude towards things.

Teaching suggestion

This course is an elective course, which is a special electromagnetic induction phenomenon and has many applications in practice, such as generators, motors and transformers. Therefore, it is the key content of this lesson to choose a lecture according to the actual situation or to let students read what eddy current is.

Eddy current, like self-perception, has both advantages and disadvantages. We should make full use of these examples in teaching to cultivate students' scientific attitude towards things in an all-round way.

Teaching design scheme

Introduction: Guide students to observe generators, motors and transformers (available items or pictures).

Ask a question: Why are their iron cores not a whole piece of metal, but made of many thin silicon steel sheets that are insulated from each other?

Guide the students to read and answer, thus leading to the concept of eddy current: what is eddy current?

When a piece of metal is placed in a changing magnetic field or moves in a magnetic field, an induced current will be generated in the metal block, which will form a closed loop in the metal block, much like a vortex of water, so it is called eddy current. The resistance of the whole metal is very small, so the eddy current is often very large.

Let the students understand that eddy current is the electromagnetic induction phenomenon of the whole conductor, and it also obeys the law of electromagnetic induction.

Second, what is the practical significance of eddy current?

(1) Why are motors and transformers usually made of thin silicon steel sheets which are insulated from each other, so that the losses caused by eddy currents can be reduced?

⑵ What are the advantages of melting metal in high frequency induction furnace?

How to use eddy current principle for electric measuring instruments to facilitate observation?

After asking the above questions, let the students read, discuss and answer.

Third, homework

Ask the students to go to the physics laboratory after class to observe how the watt-hour meter uses eddy current and write a short article to explain it.

The fourth part: the selection mode of physics teaching plan template in senior three. First, the analysis of teaching content

In the process of reviewing this chapter, we should pay attention to the distinction between definition and judgment; Understanding and application of basic concepts and laws, such as correctly distinguishing the relationship between various powers (electric power, thermal power, mechanical power, etc.). ), calculation formula and the difference between pure resistance circuit and impure resistance circuit; The examination in this chapter is mostly in the form of multiple-choice questions and experimental questions, especially the experimental examination is flexible, including instrument selection, reading, equipment connection, data processing, error analysis and so on. Therefore, the review of electrical experiments should focus on the selection of two methods for measuring resistance by voltammetry, the selection of voltage-dividing connection and current-limiting connection of sliding rheostat and the analysis of circuit faults, and deepen and consolidate the understanding of basic knowledge, and pay attention to cultivating students' ability to solve problems.

Second, the analysis of learning situation

Students have mastered the contents of this chapter through the study of the new curriculum, but their understanding and application ability of basic concepts and laws is still weak, and they are weak in the selection of equipment and sliding rheostat in experimental questions and the analysis of circuit faults. Therefore, it is necessary to strengthen the understanding and application ability of the basic laws, especially the review of the experimental part.

Third, the teaching objectives:

Knowledge target

1. Familiar with and able to use the law of resistance and the rules of series and parallel circuits.

2. Know the electromotive force and internal resistance of the power supply and understand Ohm's law of closed circuit.

3. Master the difference and calculation of electric power, thermal power and mechanical power; Joule's law and its application.

4. The principles, operation steps, equipment selection and connection selection of the four experiments in this chapter; Circuit fault analysis.

(Electrical experiments will be reviewed separately)

② Process and method

1, list important knowledge points.

2. Use the study plan to guide learning, and combine explanation with practice.

Emotional attitudes and values

1. By explaining the operation rules, precautions and data analysis of each experiment, students can appreciate the rigor of the experiment and cultivate the scientific spirit of earnest inquiry and seeking truth from facts.

2. Through the analysis of circuit faults, the calculation and analysis of typical circuit calculation problems and the corresponding experiments, students can realize the practicality of circuit rules and the sense of accomplishment in solving practical problems by using the learned rules, thus deepening their interest in the subject.

Four, the teaching emphasis and difficulty:

1) understand ohm's law of closed circuits.

2) Difference and calculation of electric power, thermal power and mechanical power.

3) The principles, operation steps, equipment selection and connection selection of the four experiments in this chapter; Circuit fault analysis.

Five, teaching strategies:

Establish a block diagram of important knowledge points, and strive to be concise; Reviewing the experiments in electricity, we should pay attention to the selection of two methods for measuring resistance by voltammetry, the selection of voltage-dividing connection and current-limiting connection of sliding rheostat, and the analysis of circuit faults. Use the study plan to guide the study, and pay attention to the combination of speaking and practicing when reviewing.

Chapter 5: Select the model essay 1 of physics teaching plan for senior three, understand the concepts of amplitude, period and frequency, and understand the meaning of total vibration.

2. Understand the concepts of initial phase and phase difference, and understand the physical meaning of phase.

3. Understand the physical meaning of each quantity in the simple harmonic dynamic displacement equation, and describe the vibration image according to the vibration equation.

4. Understand the physical meaning of the simple harmonic vibration image, and judge the amplitude, period and frequency according to the vibration image.

Emphasis and difficulty: understand the concepts of amplitude, period, frequency and total vibration of simple harmonic vibration and the physical meaning of phase.

Teaching suggestion: Take the spring vibrator as an example. When observing the periodic characteristics of displacement change and vibration speed, the physical quantities (amplitude, period and frequency) describing simple harmonic vibration are introduced, and then the concept of phase is introduced through simple pendulum experiment. Finally, the images obtained in the previous section are compared with mathematical expressions to further understand the meaning of these physical quantities. Please pay special attention to the concept of phase in this section.

Introduce a new lesson: Do you have a favorite singer? We often evaluate when listening to songs. Singer Han Hong has a wide range and a bright and mellow tone. Singer Cyndi Wang has a sweet voice; Singer Chris Lee's voice is hoarse and unique ... but the same songs are sung by most ordinary people, but they often seem dry and monotonous. Why? These are determined by timbre, which is related to frequency and so on.