Teaching reflection series on the balance of force

Reflection on the teaching of force balance 1 The difference between the balance of two forces and the interaction force has always been a difficult point in teaching. It is difficult for teachers to speak well and students to understand. The analysis of specific problems often leads to many jokes.

In teaching, I take the book on the desk as an example to explain the balance of two forces. In order to avoid the difference and interaction between them, I analyzed the force, but the students still confused the two problems, which caused difficulties in the teaching process and seriously hindered the students' correct analysis of mechanical problems. To this end, in the exercise class, I changed the students themselves into the research object of stress. People standing on the ground, students personally feel various forces, analytical forces and comparative forces, and guide students to analyze which forces are balanced and which forces are interactive.

The specific method is:

(1) Please stand up;

(2) analyze the pressure on yourself and say it;

(3) Feel the supporting force on the feet, analyze the pressure on the ground, and feel this pair of interaction forces. By analysis, the interaction force acts between two objects and on the other's two forces (that is, the other is a stressed object);

(4) It is very important to feel that people are supported by gravity. It is analyzed that the balance force is two forces acting on the same object, and the stressed objects are the same;

(5) Compare two physical concepts, practice distance, and consolidate and improve;

Through this exercise, students have a basic understanding of stress analysis, and most students can distinguish these two concepts, breaking through this difficulty in learning.

Reflections on the teaching of the balance of forces Part II "The Balance of Two Forces" is a textbook that embodies the concept of moving from life to physics and from physics to society, mainly because classroom learning is closely related to daily life. Learning is not tight, but it is more important to open students' horizons and dare to innovate in experiments. By comparing the experiment in the book with the reformed experiment, we can find the advantages of the reformed experiment and make it easier for students to understand. I think this is a bright spot of success. Apply what you have learned, and quickly combine the previous unit spring dynamometer to hang an object. Why is the reading of this object so heavy? Ask the students to answer with the knowledge in this lesson. Integrating the knowledge before and after and deepening the flexible application of knowledge points is a very representative problem and the second highlight of my success. However, there are also many shortcomings. Let me give the following examples: First, although the students in the class are divided into study groups, it is obviously not enough to solve the problem just by talking to the students in other groups once. Second, it is not enough to cultivate students' self-study ability, and they are always afraid to let students learn something by themselves.

However, due to the lack of training with students, students' performance is not natural enough and their vitality is not open enough, which will be further exercised and strengthened in future study.

Reflection on the balance of forces in teaching Part III The difference between the balance of two forces and the interaction force has always been a difficult point in teaching, which is difficult for students to understand. If you just study today, you may forget it tomorrow, and you are always confused.

In the teaching process, I take the static books on the podium as an example to explain the balance between the two forces. In order to avoid confusion with the interaction force, this paper analyzes the force on books and concludes that gravity and supporting force are balanced forces, which students understand. However, in the test, when there are options such as balance force and interaction force in multiple-choice questions, students will still confuse these two questions. For this reason, when marking papers, I take the students themselves as the research object. When people stand on the ground, students feel all kinds of forces, analytical forces and comparative forces, and guide students to analyze which forces are the balance of two forces and which forces are interactive; The specific method is:

(1) Please stand up and make clear the research object: the balance force on people;

(2) analyze the pressure on yourself and say it;

(3) Feel the supporting force of feet, analyze people's pressure on the ground, emphasize the stressed objects of these two forces, and draw pictures to explain them, so as to analyze that the interaction force is two forces acting between two objects and the other side (that is, the other side is the stressed object);

(4) It is very important to feel that people are subjected to gravity and supporting force, and the stressed objects are all people, and draw a picture to explain, so as to analyze that the balance force is two forces acting on the same object, and the stressed objects are the same;

Through this training, students have a basic understanding of stress analysis, and most students can distinguish these two concepts and break through this difficulty in learning.

The main knowledge goal of this lesson is to let students know about leverage, get the balance condition of leverage through exploration, and apply what they have learned to life practice, so as to apply what they have learned.

Because this lesson is abstract, let students know some common examples from their lives and guide them to observe, experience, guess, verify and apply a series of research activities.

First, create scenarios and create problems. Show students some tools commonly used in life, and summarize their similarities and differences through observation, so as to stimulate the enthusiasm of inquiry and mobilize the enthusiasm of solving problems.

Second: migration guidance, design experiments. Through the simplest example of pry stone, this paper analyzes its fulcrum, resistance and strength, resistance arm and strength arm, that is, the five elements of lever.

Third: then design a lever experiment, first predict, then verify, and get the data.

Fourth, organize the analysis and draw a conclusion. Exchange data, organize students to analyze and study the data, and get the balance condition of leverage.

Problems in class: The biggest feeling I get from the teaching of this course is that teachers must have a sense of time in class and change the teaching plan at any time according to the actual situation in class. The biggest defect of this class is that I didn't make appropriate adjustments according to the actual situation, which led to the lack of corresponding life applications to consolidate after learning the knowledge. Students felt that they didn't understand it thoroughly, and the whole class seemed nervous. This is also where I need to improve in the future.

Reflections on the balance teaching of strength Part V "Interesting balance" is one of several comprehensive practical activities designed in the arrangement and review of sixth-grade mathematics in People's Education Press. Its purpose is to let students discover the "lever principle" and its hidden inverse relationship through group cooperation, further deepen their understanding of what they have learned, thus obtaining methods to solve practical problems by using mathematical knowledge, and cultivating students' awareness and ability to study and solve problems.

This lesson is designed by students on the basis of mastering the knowledge of proportion. In the teaching of this class, the teacher asked the students to make experimental equipment in groups of four before class, and the students did it themselves. They chose a lever ruler with uniform thickness, found the midpoint on the lever ruler, and then fixed it with screws. In the teaching process, the requirements of group cooperation and activity steps are put forward to make the whole activity standardized and orderly. Then, through the data filled out by students, the conclusion is drawn by intuitive analysis: the number of scales on the left is multiplied by the number of hook codes = the number of scales on the right is multiplied by the number of hook codes, and some key requirements of each link are emphasized, so that students can understand them before operation, and good results are achieved. If you want to achieve the teaching objectives of this lesson, you must do the following:

1, prepare before class. This class is a highly operational activity practice class, and it is very important for students to make full preparations before class.

2. Explore in class. Teachers don't do everything instead, but give timely guidance and guidance after asking for activities.

Disadvantages: Not making good use of the knowledge of inverse proportion.

Reflection on the teaching of force balance Part VI: Force balance is the focus of this class and the key content of junior middle school physics, so we made full preparations before class. After 45 minutes, looking back on the teaching process of this class, there are still many successes.

First, it is more natural to take classes. We draw lessons from the phenomena in daily life, add pictures to books, make multimedia courseware, and have sufficient audio-visual materials. But unfortunately, the multimedia classroom was used by others, so I didn't see the courseware.

Second, the exploratory experiment is well prepared, because there are enough experimental equipment, so the experiment is done in groups, and every student has the opportunity to do it, and the classroom atmosphere is very active.

Third, give full play to students' main role, let students sum up while doing experiments, and get the balance conditions of the two forces. Teachers should give timely guidance, and students should praise and encourage more.

After learning the two-force balance condition, pay attention to two points.

The relationship between the balance of two forces and the resultant force of two forces; The resultant force of the two balancing forces is zero. The relationship between the balance force and the motion state of the object; When an object is subjected to a balanced force, it is stationary or moving in a straight line at a uniform speed.

Teaching reflection on the balance of power Part VII Teaching reflection on the balance of interest in the second volume of the sixth grade Interest balance is one of the three comprehensive application activities with distinct themes designed in this book. Its purpose is to make students comprehensively use the knowledge and methods they have learned, further deepen their understanding of the knowledge they have learned, and acquire the thinking method of solving problems by using mathematics, so as to cultivate students' awareness and ability to study and solve problems. This lesson is designed by students on the basis of mastering the knowledge of proportion. In the teaching of this class, the teacher asked the students to make experimental equipment in groups of four before class, and the students did it themselves. They found a small piece of long wooden strip with uniform thickness, punched holes (evenly) on the wooden strip, found out the midpoint, and tied a rope for later use. In class, put forward group cooperation requirements and activity steps to make the whole activity standardized and orderly. Then, through the data filled out by students, the conclusion is drawn by intuitive analysis: the number of scales on the left multiplied by the number of chess pieces = the number of scales on the right multiplied by the number of chess pieces, and some key requirements of each link are emphasized, so that students can understand them before operation and achieve good results. The success of this course has the following points:

1, Kung Fu is reflected in extracurricular activities. This class is a highly operational activity class, and students' preparation before class is very important. This class is well prepared.

2. In class, the teacher didn't arrange it, but asked for timely guidance after the activity.

This lesson also has some shortcomings: it is not a good use of the knowledge of inverse proportion to start. At the same time, in teaching, I also found that a few students are not serious, lack the sense of cooperation with their classmates, and it is difficult to apply mathematics knowledge.

Reflection on the teaching of force balance Chapter 8 reviews the teaching process of "Factors affecting chemical balance and chemical balance constant" and its teaching effect, and has the following insights.

First, the reflection of teaching design

In teaching, students are guided to analyze the factors affecting the chemical equilibrium movement through demonstration experiments, images and a large number of vivid examples. Among them, the influence of concentration on chemical balance is difficult to learn, so it is necessary to introduce the important and difficult knowledge naturally and reasonably, set the appropriate difficult questions, simplify the content as much as possible, and achieve the easy-to-understand teaching effect. By explaining the concept and significance of chemical equilibrium constant, teachers guide students to analyze how external conditions affect chemical equilibrium from the perspective of equilibrium constant, and can judge the direction of reaction by using equilibrium constant.

Second, the reflection on the teaching process

In the process of teaching, first review the concept and characteristics of chemical balance, and introduce the movement of chemical balance. Through demonstration experiments and image analysis, the essence of chemical equilibrium movement can be clearly presented, and it can be analyzed in different situations to analyze and understand Le Chatterley's principle in essence. Secondly, through the introduction of ammonia synthesis reaction that students are very familiar with, students are guided to think about how to quantitatively describe the limit of the reaction, and naturally enter the study of the concept and significance of chemical equilibrium constant, guide students to analyze why temperature can affect chemical equilibrium from the perspective of equilibrium constant, and summarize the influence of temperature on chemical equilibrium; Then let students rationally analyze and predict the influence of concentration on chemical balance, and improve students' scientific learning methods and abilities. In teaching, in order to deepen students' understanding of concepts and theories, teachers first guide students to practice by compiling exercises to give them a perceptual understanding of concepts, and then put forward gradient questions to guide students to think about how external conditions affect chemical balance. On this basis, the teacher pointed out that there are two situations in which the chemical equilibrium moves due to the change of external conditions: one is the change of equilibrium constant; The other is that the equilibrium constant remains unchanged. Finally, the teacher guides students to deepen their understanding of theoretical knowledge by explaining several college entrance examination images.

Third, reflection on the teaching effect.

In teaching, teachers make full use of experiments, drawings and a large number of vivid examples to make students find problems in the process of solving problems step by step, deepen their understanding and application of abstract concepts and improve their cognition. But there are also some shortcomings in the operation process. When the teacher explained with experiments, drawings and college entrance examination images, he thought that the explanation was clear and in place, and he did not observe the students' reactions at any time, so he passed by. Judging from the feedback from students after class, it is found that students' cognition needs a process and is not accepted immediately. Therefore, in the teaching process, teachers should find the existing problems in time, adjust the teaching methods and ideas, and carefully select the examples and exercises in class while imparting knowledge to students accurately and smoothly, so that students can talk more in class and strive to achieve self-breakthrough in class and after class, otherwise they will not inspire students' thinking and lead to low efficiency in classroom teaching.

Teaching reflection on the balance of force 9 For the course of chemical balance, I feel that the teaching task has been basically completed from the point of view of the achievement of teaching objectives. Moreover, the auxiliary and necessity of network resources are reflected in this class. Let me think about the following two points.

First of all, deal with some emergencies. There are many cases in which Excel is used to make a graph with the speed changing with time. For example, some groups only take a little to make a picture; Some groups don't look for points from scratch, while others just look for starting points and changing points. It can be seen that some students are not clear about how to choose points to make drawings, that is to say, they do not understand the function images in mathematics. Some groups only made images of positive reaction changing with time, which shows that some students have not understood that reversible reaction has two rates. Some groups combined the images of velocity and concentration changing with time, indicating that some students have not understood the meaning of velocity changing with time. In fact, they still don't understand some basic concepts in mathematics. For the handling of these emergencies, I will first find a more accurate image and show you how to find something related to the image and the meaning of the image. After everyone has a certain knowledge and understanding of accurate images, find out some problematic images for everyone to analyze the problems together. On the one hand, help students correct wrong ideas; On the other hand, it deepens students' understanding and memory of painting. Because of the time, I only found a few examples to analyze.

Let's talk about the problem of this class. Problems in courseware. In the experiment courseware of sucrose dissolution, sucrose should be continuously added to water until the added sucrose is no longer dissolved macroscopically. Because of time, this is not complete and accurate enough. In the microscopic process of sucrose dissolution, at the beginning of dissolution and after a period of dissolution, the process of gradually decreasing particles appears repeatedly in the courseware, which is easy to give students a wrong impression. You should stop at the last picture and put a new one. Press the button and let the students understand that the dissolution rate of sucrose is higher than the crystallization rate at the initial stage of dissolution and after a period of dissolution, so the added sucrose finally dissolves.

Insufficient preparation before class and insufficient adaptability in class. The whole class is loose at the front and tight at the back. It should be expected that students should spend more time making pictures before class, but some flexible measures were not taken at that time. For example, everyone can make an image instead of two people making an image; Or do some preparation before class. When making the second image of concentration changing with time, the teacher can provide a good c-t diagram for students to observe and analyze. Because students have learned how to draw with excel and have practiced it when making images with time-varying speed.

One more thing, there is a controversy in the analysis and discussion after class, which is to discuss and analyze the time distribution of the balance between water inflow and water outflow of the reservoir. Some teachers think that the introduction at the beginning of the class plus this content is equivalent to two introductions of this class, which takes up too much time and makes the content at the end of this class more tense; In my opinion, the prologue is the introduction of this class, so the chemical balance itself is abstract, so it is very necessary to make students interested in chemical balance. It was the first time for students to contact dynamic balance, so I think it is necessary to spend more time here to let them better understand what dynamic balance is. The reason why I feel nervous at the back of the class is mainly in the process of drawing.

Reflections on the balance of forces teaching 10 The balance of two forces is a key and difficult point in junior high school physics teaching. Learning this part well will play a great role in the study of physical mechanics in junior high school. Based on students' perceptual knowledge, this lesson sums up two concepts of force balance from daily life phenomena, obtains two conditions of force balance through observation and analysis of experiments and thinking, and applies them based on daily life phenomena, which embodies the method of studying problems from simple to complex; From life to physics, from physics to society.

In teaching, I take the lectures, desks and trains running on the straight road that my classmates see every day as examples. First, let the students judge whether their state is moving or static, let them analyze the stress situation, and analyze the stress characteristics from the three elements of force, so that the students can understand the meaning of an object in a balanced state, and then lead to the balance of force and the balance of two forces. In this way, starting from the common phenomena in students' daily life, let students deeply realize that physics exists all the time in life, and it comes from our life, which narrows the distance between physics and students. When exploring the conditions of the balance between the two forces, we should pay attention to cultivating students' ability of observation, analysis and induction.

I think the success of this course mainly lies in the close connection between classroom learning and daily life, from life to physics, from physics to society. To provide students with an understanding and experience of the life world, to improve their profound understanding and insight into life, so that they can constantly understand the meaning of life, understand that people are not only alive, but also know how people should live, so as to feel the sublimity of life in the relationship with nature.

Give more affirmation and praise, give a child the same performance opportunities, especially for introverted students, create more performance opportunities for them, strengthen students' interest and confidence in learning, and improve each student's ability and quality.

Reflections on the teaching of force balance 1 1 "interesting balance" is the "hands-on" content after the "positive proportion and inverse proportion" unit in the sixth grade primary school mathematics textbook published by Jiangsu Education Publishing House. On the basis of in-depth understanding and mastery of the teaching materials, this course is redeveloped and designed, which effectively enriches the thickness and breadth of the content, conforms to the students' learning characteristics and cognitive rules, and presents a wonderful math activity class.

First, the integration of teaching content, enrich mathematics learning

The teaching of this class properly deals with three aspects. First of all, the relationship between hands-on production and exploration of laws, with exploration of laws as the main part and hands-on production as the supplement, highlights the "mathematical taste" while cultivating students' hands-on operation ability; Second, the relationship between the close-range goal of legal perception and the long-term goal of positive and negative ratio infiltration and "leverage principle" expansion is quite profound. The third is the relationship between mathematics and life. Excavating students' relevant life experience can inspire mathematical thinking and solve life problems with mathematical discovery, so as to achieve "from life to life" and skillfully communicate the relationship between mathematics and life.

Second, highlight the game activities and promote the understanding of mathematics.

At the beginning of the class, the teacher designed two game activities, "Ruler Balance" and "Pen Balance", which effectively awakened students' life experience in a relaxed and pleasant atmosphere, and enabled students to gain some key insights, such as "adjusting the distance between the two ends and the fulcrum to maintain balance when the two ends are unequal in quality" and "The distance between the two ends with large mass decreases, while the distance between the two ends with small mass increases", thus making mathematics simple and learning easier.

Third, tap teaching resources and implement the dominant position.

The teacher creatively developed the experimental equipment of "self-made balancer", such as glass beads with uniform size, cardboard strips with appropriate length, simple and quick punching machine, etc. It improves the order of students' activities, ensures the rigor and scientificity of experiments, and greatly improves the efficiency of classroom teaching.

Four, the implementation of the three goals, pointing to the development of children.

From the perspective of achieving the goal, the students in this class have gained a deep perception of the law and effectively achieved the explicit goal in terms of knowledge and skills. At the same time, this class also pays attention to leading students to experience the process of observation, guessing and verification, inspiring students' mathematical thinking, helping students to establish their confidence in learning, enabling them to have a deep understanding of learning methods, deeply stimulating their learning emotions, and effectively achieving the hidden goals of process methods, emotions and attitudes.