The whole class uses light to study the propagation of light. Through the teacher's demonstration, not only the students' ability to draw geometric light paths is cultivated, but also the habit of drawing good light paths is formed. In class, students actively use their brains, move their hands and cooperate actively. This has a lot to do with the teacher's requirement to bring enough learning tools before class.
3. The conclusion of refraction law has been involved in the book. In this lesson, the teacher uses inquiry teaching to analyze the qualitative relationship between incident angle and refraction angle. Looking back on the historical process of optical research, it took more than a thousand years from measuring data to drawing conclusions ... Students fully experienced the importance of the relationship between disciplines, thus establishing their determination to learn mathematics and physics well.
4. Since this is the first optical class, we should infiltrate the ideas and methods of studying geometric optics. At the same time, this course is the key content, with more content, and the application time is too hasty. Therefore, we should grasp the time allocation and the rhythm of class, and make full preparation for courseware and experiment. It is best to arrange a class before this class to review the straight-line propagation of light and its reflection and application, and initially penetrate the thinking method of drawing a good light path in application. In this way, this lesson is devoted to the refraction and refractive index of light and its application.
Reflection on the teaching of the second part of the first volume of physics in the eighth grade: I basically don't follow the process of teaching design. It should be said that the overall effect is not bad, but I always feel tired up and down. It can be said that the lesson of "light reflection" is a continuation of the last lesson, and it also studies the propagation of light. The difference is that the last class studied direct light, and this class studied whether light will encounter obstacles during its propagation.
One: the highlight of this class
1: The demonstration experiment has high visibility. I used laser and CD, and with the good shading effect in the optical laboratory, the visibility was improved, especially the knowledge of angle change and the equality of two angles, which was handled well.
2. The treatment of reflected light path is also my pride. I require that drawings must have six elements, be complete and easy to remember. I used eight words: one side, one point, two corners and three lines, and the students responded well.
3. The formula of the law of reflection is also my masterpiece: three lines are * * * planes, the normal is centered, the two angles are equal, and the optical path is reversible. Simple and clear, catchy and easy for students to remember.
4. The treatment of specular reflection and diffuse reflection is better than that in books, especially the knowledge of light pollution is added, which consolidates this knowledge point well.
Two: the regrets left:
1: Three-line * * * plane experiment verification is far-fetched, and the demonstration effect is not obvious.
2. The drawing method of reflected light road map is not in place. When students actually operate, few students are satisfied with me, mainly including: no symbols are drawn vertically, no dotted lines are drawn on the normal, and no marks are made on the two corners, all of which are brought about by my lax requirements.
3. The function of periscope is not emphasized, which is an omission, so we should pay attention to it in the future.
4. Students' responses to homework problems are too difficult and too many, which can't be completed in class at all, especially when there are many drawing problems and it takes a long time, so students are complaining bitterly.
Three: Problems to pay attention to
1: This section is closely related to geometry, so we should pay attention to supplement and review this knowledge, especially the issue of complementarity, which can be written into the preview homework.
2; The experimental exploration of the three-line plane is a test center. This class is weak, so we should look for opportunities to remedy it in the future. It is best to do the questions and deepen our impression by doing them.
3. The reflected light path diagram is not a problem that can be solved in a day or two, so we should always make unremitting efforts.
In the teaching of this class, I discovered the law of light reflection by discovering problems, observing conjectures, exploring experiments, discussing and communicating, expanding my thinking and practical application. In the process of exploration, the focus is on "the relationship between reflection angle and incident angle", and the purpose of the experiment is clear, avoiding the blindness of students; Breakthrough the problem of "how to display the light path" "how to design and conduct experiments?" Dilemma exercises students' practical ability and mental ability, and also provides them with opportunities to show themselves. At the same time, students have initially felt the fun of inquiry, tasted the joy of successful inquiry, and experienced the symmetry and harmony in light reflection. Most students have completed the experiment and achieved higher teaching goals.
In the teaching of this class, I adhere to the student-oriented concept, which allows students to express themselves as much as possible; Can make students think as much as possible; Let the students do as much as possible and give them more time. Students' independent inquiry and cooperative learning have been well reflected. However, due to the limitation of class time, the "three-line * * * plane" exploration is slightly lacking, and the courseware display of light reflection application is not rich enough. More students have no time to satisfy their desire for expression. In the future, we should pay more attention to the whole group, keep students' interest and enthusiasm, and make more efforts in guiding and standardizing the experimental inquiry process.
Reflection on the Teaching of Light Part IV of Grade 8 Physics The reflection of light is one of the key contents in the optical part of physics textbooks. The reflection law of light is another important optical law after the straight-line propagation law of light, and the reflection of light also has important applications in daily life. Therefore, how to teach this lesson well and what kind of effect can be achieved plays a vital role in the follow-up study.
Physics textbooks put forward detailed requirements for the teaching of this course from three aspects: knowledge and skills, process and method, emotional attitude and values. These requirements seem simple, but it is not easy to really do it. I usually feel familiar with the textbook in class, and I often have a cursory look at it when preparing lessons.
Because of the angle problem, I thought of sticking a self-drawn protractor on the back of the box, and the position of the self-made protractor changed repeatedly.
The effect of this course is very good, and students can learn knowledge easily. I was very touched, but I also reflected on myself. When exploring the relationship between incident angle and reflection angle in the inquiry experiment, students were compared roughly without designing the corresponding table, and some students even reached a conclusion easily after only one experiment. Second, there are few feedback exercises, which are not targeted and easy to see in students' homework after class. Only three-mirror reflection and diffuse reflection are briefly introduced, and no detailed light path diagram is drawn to explain. Failed to establish a clear concept in students' minds. Fourth, all aspects of the classroom are incoherent, and the lesson preparation is not perfect, just superficial. Fifth, students' knowledge level and acceptance ability are not taken into account, and all kinds of problems that may occur in the classroom are not fully considered. Without blackboard writing design, it is easy to lead to disorder in the teaching process.
In the future teaching, I should work hard in the following aspects:
First, fully prepare, prepare lessons: prepare textbooks, prepare teaching methods, and prepare students. Give full consideration to what may happen in class and get ready.
Second, I have a lesson plan in my mind, but I don't take it as the teaching center. I focus on what is produced in the classroom, improve my classroom coping ability, and strive to make classroom teaching a skill.
Reflections on the teaching of "light reflection" in the first volume of physics in grade eight. The fifth part "light reflection" is the content of the first volume of science in grade five in primary school. The lesson "Reflection of Light" is a continuation of the last lesson. It also studies the propagation of light. The difference is that this lesson studies what happens when light meets obstacles on the way.
From the three activities of illuminating the target → understanding the principle of light reflection → the application of light reflection in life (rearview mirror and forehead mirror) → the application of light reflection in class → the application of light reflection in science and military (periscope) → understanding the simple periscope → the unfavorable side of light reflection → the adjustment of light by human eyes.
The activities to clarify the three goals are carried out in the form of games, and students are willing to participate. The first activity used a flashlight to illuminate the book, let the students raise their hands, and then selected several students to come up for activities, which played a good mobilization role for my classmate who was not in my class. When students participate in this class, their strangeness to teachers will gradually decrease. This activity also played a very good role in promotion, laying a good foundation for understanding the propagation route of light and re-understanding the characteristics of light propagation along a straight line. The second activity is to move the book out a little, so that students can think about how to better illuminate the book. Discuss in groups of four, and then ask students to demonstrate the experiment, which is conducive to the cultivation of students' inquiry consciousness. The third activity increased the difficulty. I didn't say much. Let students do their own experiments, find ways to solve problems, and let students choose experimental materials independently, which is conducive to the cultivation of students' autonomy. Through students' exploration, we will find that two mirrors can illuminate the ball after two reflections of light.
Finally, through the understanding of the harm of light reflection, let students know more about light reflection and its advantages and disadvantages.
Through these links, students have a good grasp of the principle of light reflection and the propagation route of light, and mastered the application of the principle of light reflection in production and life.
Through this course, I also set several goals for my future courses:
1, the important and difficult points should be thoroughly understood.
2. Give more inspiring language to academic students.
3. Design the blackboard.
I hope I can also start from these aspects.
Reflections on the teaching of the first volume of physics in the eighth grade: reflection of light 6 1, interpretation of teaching materials
The reflection of light is the content of unit 2 of lesson 4 in the first volume of grade five. In order to help students better complete the knowledge and skills in teaching objectives, a self-designed grouping activity is added, that is, adding milky blue ink liquid into the sink, and then reflecting it with a laser pen, so that students can clearly and intuitively see the incident light and reflected light, and further deepen their understanding through painting. In this lesson, the textbook arranged the activities of making periscope. After the previous trial teaching, this activity is very time-consuming. According to the textbook, it takes a lot of time to make periscope. Through the discussion of the teaching and research group, we think that more time should be used to promote children's understanding of scientific concepts, so we have made some choices about the activities of teaching materials.
2. Integrate activities and explore for a long time.
Teacher Zhang Dingge, a special teacher, has always advocated that the activities should be concise and the classroom links should be less. Deng Meijiao, a researcher, and Shao Fengxing, a special-grade teacher, have been leading us in long-term exploration when guiding the research activities of science classroom teaching in Mingzhu Primary School. Practice has also proved that long-term inquiry has played a good role in the continuity of students' inquiry activities and thinking, and improved classroom efficiency. Therefore, we organically integrate the two activities of this class (Task 1 and Task 2) to give students plenty of time for experiments and give them sufficient discussion space, which embodies this spirit and conforms to the concept of "big link and simple classroom" put forward by teacher Yu Bojun, a provincial teaching researcher. Judging from today's teaching, it has also received good results.
3, material preparation
The laser pen used in this class and the liquid in the sink have achieved good experimental results, which should be said to be the crystallization of collective wisdom. In several trial teaching, from the previous milk to the later black ink and blue ink, and finally to the blue ink with a proper amount of milk, after many experiments, the most intuitive light was finally presented to the children.
Of course, in the process of teaching design and teaching organization, we also found many places that need to be improved. For example, the natural fluency of transition links and the time allocation of seminar activities need to be further improved. In short, we strive to fully mobilize children's enthusiasm in teaching, fully embody children's subjectivity, and fully cultivate students' scientific spirit of mutual affirmation and mutual questioning.
As the saying goes, a good beginning is half the battle, and "introducing new lessons" plays a very important role in classroom teaching organization.
The preparation for the introduction of new courses is an important link in preparing lessons for new courses. Teachers should carefully design and choose the entry point of effective classroom teaching activities according to the course characteristics, teaching content, students' background and cognitive structure, improve the artistry of class guidance, guide students' learning, stimulate students' strong desire and interest in exploring new knowledge, ignite the spark of students' wisdom and make students' thinking active. When I was studying Reflection of Light, I guided the whole class like this: On the night of the festival, fireworks roared and the fireworks in the air danced up and down, colorful and varied, and they all tried their best to show their beautiful and moving figures to people. The whole city is colorful. Lighting makes this city so beautiful and moving. Many scenery in the city itself does not shine, but we can see it clearly. This is because light reflects on the surface of these objects and enters our eyes. So what law does light follow when it is reflected? In this class, the teacher discusses this problem with everyone. Through brief tutoring, students' attention is focused in a short time, which stimulates their strong desire and interest in exploring new knowledge and lays the foundation for effective classroom teaching.
There are many ways to introduce new courses. Learning guidance methods should be guided by the course content and students' development needs, close to students' lives, and teachers should carefully design and boldly innovate. The introduction discourse should be refined, comprehensive and rich in content and novel in form, but the introduction time should not be too long, and it should not be copied mechanically. Don't blindly pursue flowery rhetoric, teachers must be flexible.
Reflection on the teaching of light reflection, the first volume of physics in the eighth grade, Part 8 Before the reflection of light, now draw a "normal" on white paper, and then the teacher demonstrates that the incident light is facing a plane mirror, and the plane mirror reflects the incident light. Students can easily draw the law of light reflection, which can save a lot of intensive training time. From the perspective of mastering knowledge, the effect may be better, but it is not conducive to cultivating students' ability. Students have to passively accept learning.
After adopting the "inquiry" teaching method, students' interest in learning is stimulated by creating a problem scene of light reflection. Students can guess, design experiments, conduct experiments and analyze experimental data to draw conclusions, and their enthusiasm is particularly high. By exploring the law of light reflection, they learned a thinking procedure to study problems, and they will know how to explore when they encounter problems in the future.
Let me introduce the novel ways of students' inquiry.
I teach physics. When doing this experiment, I first prepared a demonstrator of light reflection and refraction, and then completed the experiment step by step according to the inquiry steps in the book. The experiment of light reflection in this section is as follows: put the plane mirror flat on the table, connect two pieces of cardboard and put it vertically on the plane mirror. A beam of light sticks to the cardboard and hits the plane mirror at a certain angle. After being reflected by the plane mirror, it exits from another direction, and the incident light and reflected light are tracked on the cardboard. Take off the cardboard and measure the incident angle and reflection angle with a protractor. However, when tracing the trajectory of light, because the paper is placed vertically without any dependence, the drawn line will be skewed, which will affect the measurement of angle and the error will be greater. The light reflection demonstrator I use is made of iron plate and can be folded back.
And it has its own scale, so you can observe the incident angle and refraction angle intuitively. Furthermore, when studying the reversible law of light path, in order to reflect the reversibility more intuitively, I chose two laser sources, red light and green light, so that red light and green light can be incident from the reflection direction of red light to see if they can be reflected from the incident direction of red light, which proves that the reversibility of light is more intuitive.
After completing this inquiry activity, I deeply realized; The real purpose of teaching is to enable students to acquire the method of research thinking through knowledge exploration, and then explore the process of creation through the acquisition and application of methods, so that students have the emotion of loving nature and living in harmony with nature, and have the scientific spirit of being willing to explore natural phenomena and physical principles in daily life.
Reflection on the teaching of "light reflection" in the first volume of physics in the eighth grade This lesson is a continuation of the last lesson and also studies the propagation of light. The difference is that this lesson studies what happens when light meets obstacles on the way.
I handled this lesson according to the requirements of the textbook. From three activities of illuminating the target → understanding the principle of light reflection → application of light reflection in life (rearview mirror and forehead mirror) → application in class → application in science → application in military (periscope) → making simple periscope → unfavorable side of light reflection → adjustment of light by human eyes.
According to this process, teaching is carried out step by step. It is easy for students to learn and firm to master. Under the guidance of the teacher, the three activities of illuminating the goal are step by step, which makes students interested in the challenge from time to time. Finally, students can use two mirrors to illuminate the cylinder at the back of the book, thus summarizing the principle of light reflection. Students have also learned a thinking program to study problems, and they will know how to explore when they encounter problems in the future.
After understanding the reflection principle of light, let students understand the application of the reflection principle of light in life. I borrowed forehead glasses and mirrors from hospitals and car shops. In the observation of physical objects, students can understand that the principle of light reflection is widely used. I also asked my classmates to make a simple periscope, prepare the materials, and get rid of everything they did. Students only need to install it, which not only reduces the difficulty of production, but also saves the teaching time and invents more time for students to analyze the principle of periscope. Moreover, this kind of production is very in line with students' real life, which not only summarizes the knowledge, but also uses it, and also allows students to watch it with periscope. The classroom atmosphere is very active.
Of course, I also have some shortcomings in teaching. The teaching language is monotonous and straightforward, and the questions raised are too simple, which is not conducive to stimulating students' thinking. Students' answers are often superficial, and the essence is not deeply discovered. I didn't ask my classmates as many questions as possible. Neglect to cultivate students' questioning ability. The results of students' experiments are not comprehensive, and only a group of students are called, so the scientific conclusions are not objective enough.
In a word, I think science is realistic. It is not terrible to have problems in teaching at ordinary times. The terrible thing is that we can't find problems and face them. A good science class is sure to have more "how to do". Our science teacher is the same as other teachers-"a long way to go".
Reflection on the teaching of the first volume of physics in the eighth grade 10 "reflection of light" This lesson is to study what happens when light meets obstacles on the way forward. In this lesson, I set four learning goals for students: 1. Definition of light reflection II. How reflected light propagates. Application of light reflection. Harm of light reflection
Before class, students are willing to participate in activities to illuminate the three goals in the form of games. The first activity is to illuminate the book with a flashlight, the second activity is to stand the book up and let students think about how to illuminate the book, and the third activity increases the difficulty, so that students can illuminate the toys behind the book with a flashlight. Not much to say, let students experiment by themselves, find ways to solve problems, and let students choose their own experimental materials. In this process, I found that some students have been moving the position of flashlights and books, which led to some students not thinking of using mirrors as experimental equipment. When I emphasized that flashlights and books should not be moved, they thought of an experimental method to illuminate the target, and the experiment was completed quickly and accurately. I realized that before doing the experiment, the teacher must make the students clear about the experimental steps and let them know the matters needing attention in the experiment. Teachers should also go below to observe their experiments, and individual groups should correct problems and solve them in time.
After the three activities, after mastering the reflection of light and the propagation route in the process of light reflection, we should show them through examples in life, so that students can better grasp the principle of light reflection. Through the front mirror and car rearview mirror, through the comparison of classroom walls and the observation of fluorescent lamp shades, students can understand the application of light reflection principle in production and life. In this process, students need to think and answer many questions. Let the students say what they can say. If the students can't answer, the teacher will explain. Teachers should also make accurate and timely comments on students' answers.
Science is everywhere, as long as you have a pair of eyes that will find it. Please observe more after class to see what other phenomena in life make use of the principle of light reflection.