Middle school physics lecture template

Speaking lessons is the teaching idea and theoretical basis for teachers to express specific topics orally. By giving lectures, teachers' scientific research level and theoretical level can be improved, and then teaching practice can be guided. Next, I sorted out the templates of middle school physics lectures for everyone. Let's have a look.

Middle school physics lecture template Dear judges,

Hello everyone!

I am _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

A, teaching material analysis (textbook):

1, the position and function of teaching materials:

This section is a lesson introduced by students on the basis of learning harmony knowledge (concept class or law class or experimental inquiry class), and it is also the basis for students to learn harmony follow-up knowledge, so this section occupies an important position in the whole chapter of the textbook.

Through the study of this course, students are mainly enabled to master knowledge and understand the methods of studying physical problems (such as controlled variable method, transformation method, equivalent substitution method, physical model method, ideal experiment method, analogy method, etc.). ), initially learn how to use knowledge to solve problems and cultivate students' ability.

Senior one students are in the process from qualitative analysis of junior high school physics to quantitative discussion of senior high school physics; From imagery thinking in junior high school to abstract thinking in senior high school; From simple logical thinking in junior high school to complex analytical reasoning in senior high school. From the psychological point of view, their general ability has been possessed, and they have certain observation, memory, abstract generalization and imagination. However, its creative ability is still relatively lacking, and its ability to create new concepts and theories by using existing knowledge is very weak; Creativity: the ability to use existing knowledge to create new concepts and theories. In the process of learning, the knowledge points are not very accurate and the mathematical reasoning ability is weak; However, students have strong cognitive ability to perceptual materials and strong ability to accept new knowledge; Moreover, students' social skills are also in the development stage and need constant exercise.

2, the determination of teaching objectives:

According to the requirements of curriculum standards, the characteristics of this textbook and the existing cognitive level of students, the teaching objectives of this course are determined as follows:

Knowledge and skills

1、

2、

(This part of the goal is generally the knowledge of this lesson)

Process and method objectives

1、

2、

(This part of the goal is to cultivate students' abilities (hands-on ability, ability to analyze and solve practical problems, ability to read and analyze pictures, ability to collect and process information, ability to unite and cooperate, language expression ability, etc.). ) through students' independent study or cooperative inquiry.

Emotional attitudes and values goals

1、

(This part of the goal is generally to learn the spirit of scientists' dedication to science and the courage to explore the truth through the introduction of scientists' lives, and to stimulate their enthusiasm for learning; Or by learning what knowledge, cultivate students' consciousness and quality. )

3. Determination of teaching emphases and difficulties:

According to the requirements of Curriculum Standards and the reality of this textbook, combined with the reality of students, this lesson is mainly for students to understand, so the focus of this lesson is; However, knowledge is limited to students' cognitive level, which they may not understand and need the reasonable guidance of teachers, so it is the difficulty of this class.

Second, teaching strategies (speaking and learning)

1, teaching method selection:

Teaching method 1: Modern quality education theory emphasizes that students' learning behavior is caused by motivation, and learning motivation can obviously promote students' learning. Motivation is essential for effective and long-term meaningful learning. This lesson adopts demonstration experiments, cleverly sets up physical scenes to stimulate motivation and cultivate students' learning initiative; Students are divided into groups to stimulate motivation and cultivate learning enthusiasm; Finally, through examples to deepen motivation and cultivate students' creativity.

Or teaching method 2: In order to carry out student-oriented education and implement the educational concept of student-oriented and learning-oriented, combined with the actual teaching materials, this class is prepared to adopt the teaching methods of inspiring and inducing, disciplining and dispelling doubts, and cooperating with soldiers to teach soldiers.

2, learning guidance:

As a teacher, it is better to teach people to fish than to teach people to fish. Teaching students learning methods and cultivating students' ability are the foothold of physics teaching. Therefore, the class adopts the soldier-to-soldier learning mode of finding problems by self-study and exploring ways by cooperation, so as to give full play to the students' dominant position and cultivate their abilities of self-study, cooperation, hands-on experiment, data collection and information extraction.

Third, teaching procedures and ideas:

1. Create a situation and introduce new knowledge: (2 minutes)

In order to get the concepts (or laws) of this section smoothly, and let students master the basic methods of studying physical problems, the review questions are designed by analogy. (For example, the introduction of density, pressure and power should be compared with speed)

For better implementation? From life to physics, from physics to society? The new curriculum concept turns the teaching content into a problem with potential significance. This new lesson is introduced by introducing stories, life phenomena or demonstration experiments, so that students can have a strong sense of problems and make the whole learning process of students become? Guess what? Then I meditated nervously. (The story is. . . Or the phenomenon of life is. . . Or the demonstration experiment is. . . . )

2. Task-driven independent preview and demonstration: (5 minutes)

Students read the Px page-PY page of the textbook, and independently complete the self-designed questions on the assigned study plan. In order to cultivate students' most basic self-learning ability and information extraction ability to the maximum extent, combined with the actual teaching materials and established goals, the preview questions designed in this lesson are as follows: Question 1 . . . . . . . . . .

Question 2. . . . . . . . . . . .

Question 3. . . . . . . . . . .

(for example)

After the students finish the course within the specified time, the teacher successfully completes this link by projecting and supplementing the students' learning plan.

3. Cooperative exploration, exhibition and exchange (20 minutes)

Students discuss and solve the design inquiry problems in the study plan in groups, and then perform on the blackboard respectively to prepare for the exhibition and communication. Then this group explains, and the other groups listen, and find its shortcomings and improve them. In this process, teachers should guide in time, pay attention to summing up ideas, and infiltrate disciplinary ideas.

The cooperative inquiry problems and solutions designed in this link are as follows:

(Take part ""as an example:

4, class summary, construction system (5 minutes)

Corresponding to the goal of this class, let students describe the gains of this class, including the gains in knowledge, methods and abilities, and then teachers and students jointly construct the knowledge system of this class, so that students can grasp the knowledge learned in this class as a whole, which also organically embodies the idea of subject knowledge construction. When building the system, it is completed by screen projection.

5. Consolidation and sublimation of in-class inspection: (10 minutes)

After the students independently complete the test questions on the study plan, the teacher projects the answers, and the wrong questions are solved by the coaches and teachers.

6. Reflection after learning: (3 minutes)

Students construct the knowledge tree of this section independently according to the knowledge they have learned and the objectives of this section.

Fourth, the blackboard design:

Finally, talk about the blackboard design of this lesson. . . . . . . . (It should be noted that most blackboards are for students, so teachers should not have too much content on the blackboard, including titles and simple knowledge trees, and tell the judges the reasons for this design: student-oriented, highlighting the status of students' learning, etc. )

Good morning, judges and teachers!

I came in third. The content of my speech today is Newton's first law. Now I will talk about my understanding of this lesson from five aspects: teaching material analysis, teaching methodology, teaching process, blackboard writing design and classroom reflection.

I. teaching material analysis

(A) Teaching content

Newton's first law is the fifth section of chapter 12 of ninth grade physics published by People's Education Press. Including Newton's first law and inertia. There are two classes in this class, and I am talking about the first class.

(B) the status and role of teaching materials

Newton's first law is one of the three laws in classical mechanics. It is the foundation of the whole mechanics, because it links 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 plays a role in connecting the past with the future. Therefore, it can be said that Newton's first law is the focus of this chapter.

(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 Galileo's ideal experiment and main reasoning process;

2. Know Newton's first law and understand its meaning.

Process and method:

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

2. Understand the reasoning method of Galileo's ideal experiment with common sense.

Emotions, attitudes and values

1. Experience the joy of success in the research process, learn the division of labor and cooperation, and improve the ability of unity and cooperation.

2. Feel the hardships and twists and turns of scientific inquiry, and feel that science is around us.

(4) Key points and difficulties

Teaching emphasis: Newton's first law. The key reason why it is established as the teaching content of this course 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 reveal the inherent law of force and motion.

Teaching difficulty: the relationship between force and movement. Students get a misunderstanding, the essence of which is covered up by the phenomena in their life experience. In other words, the motion of an object is the result of force. In order to get rid of this concept and change the wrong understanding, teachers need careful design and strict reasoning to help students get out of the misunderstanding.

Second, the teaching law

(A) Analysis of the academic situation

The learner is a ninth-grade student. The advantages are: after one year's physics study, students have a certain ability to explore experiments, learn the role of mechanical motion and force, and know that force can change the motion state of objects, which paves the way for this study. The disadvantage is that students are influenced by life experience. The motion of an object needs force to maintain? Wrong ideas are not easy to change.

(2) Teaching methods

? Teaching has the law, but teaching can't? . Choosing effective methods is the guarantee to achieve good teaching results. I mainly use this class. Model law? With what? Scientific reasoning? Combined teaching, that is, through the observation, analysis and discussion of experimental phenomena, as well as scientific imagination and reasoning, guides students to discover knowledge and summarize laws.

(3) study law

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' habits of thinking and doing things, and change students' behaviors. Study? Turn? Can you learn? .

Audio-visual teaching equipment: multimedia

Teacher demonstration: inclined plane, trolley, towel, cotton cloth, etc.

Students are equipped in groups: books, ballpoint pens, pencil boxes, cars, schoolbags, inclined planes, towels, cotton cloth, table tennis, etc.

Rich teaching equipment, especially the equipment around you, improves the training density and breadth, and makes the teaching process from boring to interesting, from abstract to vivid. Classroom demonstration experiments and computer-aided teaching can not only provide a lot of teaching information, but also enable students to quickly understand and master the laws of physics in a vivid environment, stimulate students' interest in learning and mobilize students' initiative, thus improving classroom teaching efficiency.

Third, the teaching process

This lesson will begin with the following links:

Create situations and introduce new knowledge? Feel the activities and sum up the opinions? Cooperation and exchange, experimental exploration? Scientific reasoning leads to new knowledge? Analyze the law and strengthen understanding? Application migration, consolidation and improvement? Arrange homework and extend sublimation.

The first link: create a situation and introduce new knowledge (about 5 minutes).

Gorky said: Curiosity is the beginning and the way to know. ? To this end, I designed two small experiments to introduce new lessons, so that students can feel that science is around from the examples around them.

1. What can I do to make a still book (pencil box) move?

2. What will happen if you stop pushing? (Students demonstrate on stage after the experiment) Misleading students: Physics will move when stressed and stop when it is not. Draw a fallacy: the motion of an object depends on force.

Teacher's experimental demonstration: Push a car, remove the thrust, and the car will not stop immediately.

It is concluded that the motion of an object needs no force to maintain.

Observe students' expressions, show two completely different views of Aristotle and Galileo, stimulate students' interest in inquiry and enliven the classroom atmosphere. Such experimental students are both familiar and curious, and entering the new class with suspense can arouse students' interest in exploration.

Step 2: Feel the activity and summarize the opinions (about 3 minutes).

Let the students push books, ballpoint pens, pencil boxes, cars, schoolbags, etc. Then remove the push and the object will slowly stop. Let the students understand that the motion of an object needs no force to maintain, and the moving object stops because of resistance. The design intention of this link is to let students observe the phenomenon through their own feelings and experiences, put forward their own arguments, and cultivate students' ability to analyze and express problems.

The third link: cooperation and exchange, experimental exploration (about 20 minutes) This 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 in groups.

Step 2: Students explore the influence of resistance on the motion of objects in groups.

The teacher shows the following questions, so that students can learn the textbook according to the questions. The group can choose the equipment to complete the experiment. 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?

Under the guidance of these questions with different difficulties, students can discuss and communicate with each other, make plans independently and complete experiments, which is not only impressive, but also cultivates 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: Show Galileo's ideal experiment again with Flash courseware, and affirm and summarize the students' experimental process.

The teacher emphasized the following points:

1, Aristotle's view? Exercise is maintained by strength? Is Galileo wrong? Exercise doesn't need strength 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 synthetic reasoning based on experiments, not imaginary reasoning. 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 2,000-year-old wrong theory, and laid the foundation for later research by Descartes and other scientists.

Through demonstration and summary, judge the previous views and establish a correct view for students. Combining Galileo's experiment to carry out ideological education and cultivate students' scientific spirit of persisting in truth and being brave in inquiry.

The fourth link: scientific reasoning and acquiring new knowledge (about 5 minutes).

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 predecessors' research such as Galileo and Descartes: guide students to draw: 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. This 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.

The fifth link: analyze the law and strengthen understanding (3 minutes)

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?

What is the point of explaining Newton's first law? Everything? 、? Free from external forces? 、? Keep it? The significance of Newton's first law is emphasized. In this way, students can deepen their understanding of Newton's first law and express it accurately.

Show the ideal of Newton's first law with video ice hockey games, emphasizing that it does not exist in real life. The application of experimental reasoning method is expounded. Step 6: Apply Migration, Consolidation and Improvement (5 minutes)

1, return to the textbook

Analyze the first three pictures in the textbook and why the moving object stops.

2. Scenario discussion

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

Newton's first law tells us that when an object is not stressed, it has the property of being stationary or moving at a uniform speed. Everything around us is acted on by force. Does it have this property? Can you give an example to illustrate it?

This link sublimates knowledge by integrating theory with practice, and enables students to understand and master Newton's first law more deeply through practice. The third part is entitled the next section, the foreshadowing of inertial learning.

The seventh link: class summary and homework assignment (about 4 minutes)

Let the students talk about the gains and puzzles of this lesson. Taking 5 minutes to review and sort 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 their minds.

Task:

1. Written assignment:

(1) The 2008 Olympic Games will soon open in Beijing, and China athletes will work hard to win glory for their country. In the following events, the statement about movement and strength is incorrect ().

A course gate shows that force can change the motion state of an object;

B pull the bow hard, indicating that the force can change the shape of the object;

C, canoeing can only move forward by forcibly paddling backwards, which shows that the forces between objects are mutual;

It is difficult to stop in the D-meter race because the inertia of the athletes has disappeared.

(2) Use the experimental device shown in the figure below to study the relationship between motion and force.

(1) Let the trolley slide down from the () position of the same slope every time, so that the trolley can slide to the bottom of the slope at the same speed.

(2) Comparing the maximum distance that a car slides on different surfaces in the figure, it can be concluded that under the same initial speed, the smoother the horizontal plane, the greater the friction the car receives () and the greater the distance the car moves ().

(3) Based on this experiment and reasonable reasoning, we can draw the conclusion that when a moving object is not subjected to external force, it will ().

(4) It can be concluded that the function of force is not to maintain the motion state of the object, but (1) the motion state of the object.

2, the actual work:

(1) Search the relevant information of Aristotle, Galileo and Newton on the Internet to understand their contributions to physics.

(2) the same? What would our life be like if the Force disappeared? Write a short essay.

The design intention of this link is twofold: deepen the consolidation of the learned knowledge through written homework. Students can further understand the meaning of Newton's first law by looking up information on the Internet. Writing small papers 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.

Fourth, blackboard design.

In order to highlight the key points and form a complete knowledge system, I designed the blackboard writing as follows:

Section 5 Newton's first law

Verb (abbreviation of verb) class reflection

The design of this lesson starts from students' cognitive rules and tries to teach students the methods of exploring knowledge and the skills of acquiring knowledge. Newton's first law? Our study allows students to experience the process of active participation, active exploration and creative discovery of physical knowledge, and strive to make students devote themselves to learning activities.

Ending of intransitive verbs