Reflection on serial and parallel teaching

Part 1: Reflection on Series and Parallel Teaching

This section is based on the second section "Currents and Circuits". The first exploration of the students in the electrical section laid the groundwork for the fifth section to explore the current law in series-parallel circuits. In the teaching design, taking into account the students' actual cognitive level and learning ability, this section is designed as a teacher-led inquiry class. Through situational questions, discussions, and doubts, step by step, students can achieve certain knowledge and ability goals; through group experiments, cooperation and exchange, let students experience some scientific research processes and methods; let the students learn independently through a certain degree of relaxation of the classroom Design simple practical circuits, etc., to cultivate students' scientific inquiry interest and learning achievement. Changing this ordinary experimental class into an inquiry class can not only fulfill the teaching objectives, but also enrich the process experience and experience of the students. According to the students' emotional attitude, the selection of the content of the inquiry content can stimulate the enthusiasm and interest of the students. According to the student's learning preparation and learning characteristics, through the guidance of the problem and the adjustment of the program, the difficulty coefficient of the inquiry content is reduced, and the effectiveness of the inquiry teaching can be improved.

Part 2: Reflection on Series and Parallel Teaching

This lesson is based on the teaching design of students' self-learning, based on experiments, creating a physical situation with students as the main body, so that students can feel and experience through the real environment, and the main process of acquiring knowledge and applying knowledge through scientific inquiry The method always uses the students' active participation, active experience, and strong interest to perceive, to recognize the characteristics of series and parallel circuits. In the teaching activities, we try our best to create a similar scientific research atmosphere, adjust the rhythm of inquiry, use the experiment to start the students' thinking, expand the students' thinking in the experiment, and make the students truly become the main body of the inquiry activity and the “master” of the class. The initiative, enthusiasm and creativity of students' learning are fully embodied, which fully reflects the cognitive role of students. The focus of teaching is on how to help students "learn", so that students can master both knowledge and skills, as well as processes and methods. And form the correct goal of emotional attitudes and values, and practice the important learning methods of “hands-on practice, independent exploration, cooperation and exchange”. The reasons for its success are as follows:
First, it has better stimulated the desire of students to participate actively.
In this lesson, I fully trust the students to grasp the status of their own teaching leaders throughout the teaching process, and provide students with a relaxed and harmonious learning atmosphere. The classroom atmosphere is democratic, lively and open, which is beneficial to this. Students form a learning attitude that respects the facts and boldly explores and encourages students' creative thinking. For example, after learning to connect strings and parallel circuits, students are encouraged to raise questions and cultivate students' "problem awareness." In the teaching activities, I also actively created teaching situations that are conducive to students' active participation. For example, by creating some interesting scenes, the enthusiasm of students' learning is better mobilized, and the enthusiasm of students to actively participate in teaching activities is stimulated. In order to explore new knowledge, sufficient knowledge and mental preparation are prepared. In the students' strong interest in learning and the carefully created teaching situation, the teaching of guiding students to explore the characteristics of series and parallel circuits was completed.
Second, created a good condition for students to actively participate
Whenever students succeed in their own active participation, they are happy, energetic, and more innovative, generating strong internal motivation. Therefore, in this section, I pay attention to decentralization to students, give them the opportunity to think, do, and say, let them discuss, question, communicate, debate around a certain issue, give students the opportunity to fully express their thinking, let the students let go. And let as many students as possible. At the same time, there are differences in the personality qualities of students. In teaching, I am facing both the whole and the individual, paying attention to the development of each student on the original basis, minimizing the gap between the two poles, realizing the differential development, and providing each student with The opportunities for thinking, performance, and creation enable them to actively participate in teaching activities and create conditions for students to participate actively. For example, when connecting parallel circuits, provide appropriate assistance and guidance to students in difficulty, so that they can also explore the teaching objectives of this lesson through personal experiments. When the conditions are met, the students will naturally be excited, the enthusiasm for participation will be high, and the participation will be greatly improved. Only when you actively, actively, and excitedly participate in the learning process can individuals develop. Throughout the course, students in-depth study in the hands-on practice, learning enthusiasm is very high, active thinking, students learn happily, learn easily, they have tasted the endless fun of learning. It not only creates conditions for students to participate actively, but also cultivates students' analytical ability and logical thinking ability, which stimulates students' interest in independent exploration.
Third, learning to move, moving to middle school, reflecting the new concept of the new curriculum standard
The whole teaching activity embodies the concept of “moving from life to physics and from physics to life” in the new curriculum standard, embodying the modern teaching ideas of “activity in learning and learning in activities”. For example, taking the phenomenon of the extinction of lights in life as the entry point, opening up the boundaries between the world of students' books and the world of life, and letting life enter the classroom. Students in the relaxed and pleasant atmosphere to experience the process of knowledge formation and application process, so that students' vision and quality are expanded and improved. Find problems in the situation, explore in the problem, recognize in the exploration, generalize in the cognition, and improve in the induction. On the basis of active participation and active experience, the students truly digested and absorbed the acquired knowledge and turned it into experience. Through such learning activities, students' ability to analyze and solve problems has been cultivated, and their ability to communicate and cooperate has been enhanced. The spirit of unity and cooperation among students has also been strengthened.

Chapter 3: Reflection on Series and Parallel Teaching

This is the first electrical grouping experiment done by students, mainly to consolidate the understanding of the circuit characteristics of series and parallel circuits. At the same time, the ability to train students to connect circuits is cultivated. It plays an important role in understanding the characteristics of serial and parallel circuits and cultivating students' skills in connecting circuits. It is necessary to create conditions and organize students to do this experiment, which will lay a good foundation for future electrical group experiments. Because the equipment required for the experiment is relatively simple, it is easy to take the materials in order to increase the students' audio-visual effects. As a result, the students' interest in operation is high, and the whole classroom atmosphere is active.
First, in order to improve the experimental results, I asked students to preview the following questions before class:
1. What are the characteristics of the series circuit and parallel circuit connection?
2, in order to prevent the wrong connection, first develop a wiring sequence, why the switch should be disconnected during the wiring process, and pay special attention to prevent short circuit.
Second, in order to cultivate students' good study habits, I ask students to do the following before the hands-on experiment:
1. Compare the equipment on the experimental table with the equipment in the circuit diagram of the experiment to check if the equipment is sufficient.
2. Find out what kind of power supply is used, distinguish the positive and negative poles of the power supply, and find out how to wire.
3, think about it, how should the lamp holder and switch be connected? Connect the wire to the terminal, and in what direction the wire should be wound. When the nut is tightened, the wire will not be squeezed out.
In the course of the experimental operation, I ask the students to connect the circuit, before the switch is closed, carefully check the circuit diagram. After the switch is closed, if there is a fault, the power should be cut off immediately, then start from the pole of the power supply and check the segment by section. the reason. In the course of the experiment, it is necessary to emphasize independent thinking, but also emphasize the division of labor and cooperation, and cultivate students' cooperative spirit. After the experiment, students are required to organize the equipment.
Group experiments are an important process for cultivating students' operational skills and scientific methods, attitudes, and habits. In this class, I give full play to the initiative of students to learn, stimulate their enthusiasm for participation, give each student the same opportunity to participate, enhance students' interest and confidence in learning, and improve the ability and quality of each student. The site was completed according to the scheduled plan and also achieved the expected goal.
Third, this is the first electric group experiment conducted by students. There are still some shortcomings in the course of operation:
1. For the wire to be connected to the terminal, the wire should be wound in what direction. When the nut is tightened, the wire grass will not be squeezed out. The students did not have a deep understanding. Some students failed to operate as required, resulting in circuit contact. Bad, affecting the experimental results.
2. After the students have connected the circuit, they are eager to observe the experimental phenomenon. If the necessary inspection is not performed, the switch is closed and a short circuit occurs.
However, I believe that as long as students are given more mobile phones, the students' operations will be more perfect and better. At the same time, I will also be charged with the requirements of the curriculum reform, recharge daily, and comprehensively improve my comprehensive ability, paying attention to all kinds of individual qualities. The training and improvement, we must focus on the overall effect, so that the various capabilities promote each other, so that the teaching process will be more vital.

Chapter 4: Reflection on Series and Parallel Teaching

The teaching ideas of this lesson are:
First review the contents of the previous lesson, review the "drawing of circuit components", "drawing of circuit diagrams" and "connecting physical circuits as required" using the courseware. The purpose of this design is to let students build and know in their minds. The connection point, Ausubel believes that meaningful learning begins with finding the assimilation points that have a fixed role in new knowledge in the student's existing cognitive structure. Therefore, designing this link is necessary. This session takes about 5 minutes.
Then use the courseware to ask the questions to be explored: one switch, two bulbs, two dry batteries, and several wires, and design a circuit so that the switch can control two lamps at the same time. After the problem was raised, the students experienced a process of thinking. After one minute, 80% of the students designed a series circuit, and seven or eight designed two circuits: one series and one parallel. Then, the projections of the three students' designs were displayed with projections to lead to the learning of the series circuit and the parallel circuit. This session took about 8 minutes.
Students in this session are more interested in the questions, because this problem can cause cognitive conflicts. However, from the students' reaction, one part is that some students still don't know where to start. They reflect that their old knowledge is not ideal, the methods and habits of thinking about problems have not yet been developed; the second is to design a single circuit, which is a typical series. And the parallel circuit, it is estimated that some students are drawn by reading the textbook, reflecting the unity of the student's thinking. I don't expect classroom generation to appear: use the errors in the student's drawing to guide.
The third link is to understand the characteristics of the series circuit. First use the courseware to explain: 1, the connection circuit should pay attention to the problem; 2, first placed the components, to conceive; 3, in a certain order to connect. Then, the experiment was divided into 8 groups. When the students saw that their connected lights were on, they cheered and experienced the joy of success. Then it is to guide students to understand the three characteristics of the series circuit: the current has only one path, the electrical interference with each other, and the function of the switch. This session takes about 12 minutes.
When I understand the role of the switch in the series circuit, because the students are afraid that the time is not enough to complete the teaching task, it is completed by using the courseware. The students don’t have a deep impression. When they know that “the current has only one path”, the students have no corresponding Experience, coupled with poor abstract thinking ability, can not be understood, for example, "a few ways from school to home" to help students understand; in the exploration of "series circuit electrical interference with each other", let students do it: take off a lamp, The other light did not work immediately. In the process of experiencing the operation, the phenomenon is obvious, the conclusion is the only, and the students are deeply impressed.
The fourth step is to understand the characteristics of the parallel circuit. Over the years, students are prone to errors when connecting parallel circuits, causing short circuits. Therefore, I will use the courseware to demonstrate the connection of the parallel circuit. After the students are connected, they explore three characteristics of the parallel circuit: the function of the switch, the path of the current, and the electrical equipment do not interfere with each other. When using the courseware to display the function of the switch, due to the problem of the courseware production, the result is that the switch plays the same role in the trunk road, giving the students an illusion; when the students explore the electrical appliances, they do not interfere with each other, and remove a light. The other light was still on, and the student’s face showed a happy look. This session takes about 15 minutes.
The fifth link is the application of knowledge: display three pictures, small lanterns for festivals, street lamps on the street, and electrical appliances for the living room, so that students can judge whether they are connected in series or in parallel. Judging from the situation of students, the main basis for judging the series and parallel connection is “whether the electrical appliances interfere with each other”, because this knowledge point is easy to understand, and the students are deeply impressed by their own conclusions. Basically mastered the knowledge of this section.
The sixth link is a summary. The last two sessions took 5 minutes.
Looking at the whole class, from the perspective of educational concept, it embodies the students as the main body, and the students have more time to move their brains. From the perspective of educational methods, there are multimedia and student group experiments, which are more advanced and substantial; from the teaching effect, students The characteristics of the series-parallel circuit have been mastered and can be practically applied.
However, there have also been some problems: First, the students have not reached the realm of “not angry, not swearing, not swearing”. The students’ thought training has not been achieved, and the classroom generation is less exciting. Second, the classroom capacity is too large, and the students are The characteristics of each circuit are only understood, and the variants of each circuit have not been seen. In the next two sessions, after each class, each circuit is fully trained to provide a thorough understanding. Third, the production of courseware has appeared awkward.

Part 5: Reflection on Series and Parallel Teaching

In the practice of physics teaching for several years, I often think about: How can we cultivate and develop students' innovative ability and enhance students' sense of innovation?
First of all, teachers must have innovative consciousness and innovative spirit. Take the textbook, the teacher should not take the textbook as the book. When I have the same knowledge, I will instill the students intact, but take different according to the specific conditions of the students, such as differences in cognitive characteristics, psychological characteristics and cognitive levels. Teaching methods and methods, creatively and selectively use and process textbooks, and design teaching tutorials that meet the actual situation of students. However, its guiding ideology can not be changed, that is, it is conducive to the mastery of basic knowledge, basic skills and the cultivation of students' innovative abilities. It can maximize the design process of teaching to all students, fully take care of students at different levels, and make design ideas. Meet the philosophy of the new curriculum.
In short, teaching should not simply understand physics education as the teaching of knowledge and the training of skills. According to the textbook, it is impossible to cultivate innovative talents. Conducting inquiry-based classroom teaching is one of the innovative teaching methods. This way, it can be applied to the study of theorems, properties and some physical laws. When students enter the society, the ideas and methods embodied in physics teaching, as well as the spirit of cooperation and communication, and dare to explore, are used for a long time in people's lives.
In the course of "series and parallel", I used the teaching method of experiential inquiry. In the classroom teaching, the teacher first creates the situation, asks the questions, and then lets the students judge through the drawing, find the law, and then the students think, draw, do, and verify the conclusions... so that the students can understand, experience, and try to learn from beginning to end. The process of generation, taste the fun of success. This not only enables students to learn the ideas and methods of acquiring knowledge, but also the importance of working with others in the process of solving problems, and it also lays a good foundation for students to acquire knowledge and explore, discover and create in the future. Students dare to practice, dare to explore, innovate and work hard to learn physical confidence and courage.
In order to truly do a good job in classroom teaching based on inquiry activities, we must master a variety of teaching methods and teaching skills, constantly update and change the attitude of teaching concepts, so that the classroom truly becomes a place where students can explore independently and teachers and students can cooperate and interact. To train students to become citizens who have the ability to innovate and adapt to the development of modern society.
As a teacher, always keep in mind in the classroom teaching: the student is the main body of learning, the student is the main body of the classroom; the teacher is only the organizer, guide and collaborator of the classroom teaching activities. Therefore, the design of the classroom teaching process must also reflect the student's subjectivity.