Reflection on current and circuit teaching

Part 1: Reflection on current and circuit teaching

First, create a situation to stimulate interest in learning
The materials selected in the introduction of the new course should be in accordance with the age characteristics of the middle school students and the existing life experience, and should be the physical phenomenon that occurs around the students. One of the highlights of this lesson is the interest experiment, “See who can make the light bulb light up first.” As a small light bulb lights up, bringing students into the world of secret electricity, it helps to ignite the spark of student interest. At the same time, they also eliminated their fear of electricity. When the students showed up, they used the circuit they connected many times. The students felt that the lessons in this lesson were solved for the circuit-related problems. The harvest was rich and the interest was full, which stimulated the interest of further exploration.
Second, respect the teaching materials, but do not stick to the teaching materials
Teaching materials are only a carrier of teaching and an intermediary between teaching and learning. However, the teaching materials are not static. The teaching design is based on the curriculum standards. The teaching resources of the integrated curriculum are expanded. After digging deep into the teaching materials, the textbooks are creatively used in combination with the second-year students' specific thinking habits.
In this teaching design, it is for students to first understand the circuit, understand the circuit diagram, and finally understand the current. This makes it easier for students to understand the knowledge of this section, practice exploration, and learn independently.
Use the practice experience activities to change the teaching to learn. In the practical activities, students actively explore and actively study in groups, and truly realize the transformation from passive learning to passive learning of the church to understanding and learning. For simple circuit wiring and drawing circuit diagrams, use the learning method of letting students explore first, then through self-study, group cooperation and display, such teaching:
1. Let students learn with problems, and then the teacher will guide them in time to make the teaching more targeted. For example, the introduction experiment “Let the small light bulbs light up”, after the students started the experiment, according to the experimental situation of the students, the precautions when wiring the circuit were emphasized. “Under any circumstances, the two ends of the battery cannot be directly connected together”, “ When the circuit is connected, the switch should be disconnected, and then the switch should be closed after the check is correct, as well as "open circuit", "short circuit", "path" and so on.
2. Does not constrain the students' thinking, is suitable for the age characteristics of middle school students' good performance, and helps to stimulate students' curiosity and cultivate interest in lifelong exploration. If the student experiment "let the small bulb light up", the students will fully display the communication when they communicate, indicating that they are connected to the circuit, some use the switch, some do not need to switch, some even do not need the lamp holder, use the wire to the battery The metal contacts of the positive and negative electrodes and the small bulb are directly connected to the metal shell. Through communication, it stimulates the desire of other students to explore.
3. Let students develop their minds during the process of cooperation and display, and their personality can be publicized, fully enjoy the happiness brought by learning, and appreciate the joy of success.
However, there are some inadequacies in this lesson. Because of the large amount of content involved in this lesson and the large classroom capacity, how to improve classroom teaching efficiency in a limited time in the classroom is the direction I have been working hard. In the teaching design, the key points in dealing with teaching difficulties are not bad. However, in the actual teaching process, the students show that the circuit of “two-pole unidirectional conductivity” is used for a long time, so that the explanation is not sufficient, and there is no inspection in the classroom. ,. Therefore, there are still doubts in this student.

Chapter 2: Reflections on Current and Circuit Teaching

After carefully studying the textbooks, this lesson decided to study the 7 and 1 sections of the textbook in three lessons. This arrangement is reasonable and sensible. In the first lesson, the charge is the content of the electrostatic part, and the related knowledge of the science class and the electrician class is reviewed, paving the way for current learning. The open class in this section is the second lesson of textbooks 7 and 1 and mainly describes the current, and clarifies the generation, direction and size of the current. Learn the voltage in Lesson 3. The use of ammeters and voltmeters can be learned later.
The shortcomings of this lesson: 1. The use of ammeters has been used by students in science and electrician classes, but the rate of forgetting is high and teachers are underestimated. Students should not be scheduled for this lesson: use an ammeter to measure current. The classroom time is relatively tight, some students are in a hurry, and even the circuit is not connected well, let alone measuring current. Even some students have forgotten how the ammeter is used. 2, students consolidate, practice this part of the training is not in place. Due to the arrangement of the experiment, the students' training on the formula of the amount of charge and current in this lesson is only a sloppy end.
The success of this lesson is: 1. The choice of video material for "current formation" is better. The microscopic particles of electric charge are invisible to people, and even the best experiments can't make the electric charge extremely moving. Using multimedia to simulate charge and its motion, the students are shown the process of current formation, making the abstract physical knowledge become a concrete image, and understanding the current phenomenon with students. 2, the interest of small experiments is better, and at the same time caused the interest of teachers and students. This experiment not only attracts students' interest and attention by novel experimental phenomena, but more importantly, it can highlight the purpose of this small experiment: the current is directional. 3. The physical quantity of current is introduced better. Since the current is compared with the current in the teaching, then the current is compared by comparing the magnitude of the current, so that students can transfer knowledge and methods. And the use of measuring cylinder water receiving activities, so that students naturally derive the definition of the physical quantity of current, that is, the control variable method is embodied, and the ratio definition method is utilized.

Chapter 3: Reflections on Current and Circuit Teaching

First, the current and the circuit are the entry of electricity. The concept of current is more abstract. When you explain it, you should use the analogy of the current case, so that students can understand the current and master the current.
Second, for simple circuit connection and drawing circuit diagrams, using the method of teaching first to let students explore, and then the teacher's correcting teaching methods can play the following roles:
1. Fully expose students' learning problems and make teaching more targeted;
2. Does not constrain the students' thinking, is suitable for the age characteristics of middle school students' good performance, and helps to stimulate students' curiosity and cultivate interest in lifelong exploration;
3. Avoid students thinking that students' content is simple and take it lightly;
4. Let students appreciate the joy of success in the process of exploring and solving problems.
Third, let students find the circuit components in life, so that students fully reflect the physics originated from life and life.
Fourth, let students understand the simple circuits in life, help students understand the physics of life, help to learn the life of learning, and is very helpful to cultivate students' interest and creative thinking.

Chapter 4: Reflections on Current and Circuit Teaching

As we all know, the introduction of new courses is an important part of classroom teaching. This section is well designed. Teachers can truly introduce students' interest in learning and strong curiosity by introducing new lessons artistically and skillfully. In this way, students have a clear goal of exploration and a correct direction of thinking. Most of the better introductions are generally characterized by context, interest, infectivity, inspiration, knowledge, closeness, participation, and so on. In teaching practice, we have to choose different methods according to different teaching contents.
At the National Physics Conference in October this year, the Municipal Teaching and Research Center organized us to observe two open classes, one is "Light Reflection" and the other is "Current and Circuit". After reading it, I deeply felt that there are still many areas for improvement in my teaching. Especially the introduction of the two teachers, the impression is particularly impressive.
We all know that the materials selected in the introduction of the new course should be in line with the age characteristics of the middle school students and the existing life experience, and should be the physical phenomenon that occurs around the students. Teacher Xing’s introduction is very close to life. She used the flashlights that everyone is very familiar with, and often used in life, to bring the students into the world of the secret electricity. They feel cordial because the materials they use are familiar flashlights. This helps to ignite the spark of student interest and also eliminates their fear of electricity.
In the middle school physics teaching, emotion has a huge dynamic function, which has the effect of stimulating, strengthening and controlling students' learning emotions. Yu began with the story of Edison using a plane mirror to save the mother. In the teacher's lecture, the students were deeply touched by Edison's story. Edison loves her mother like that. At the same time, he is so smart and cute. To be honest, I was sitting in the audience, and I was a little immersed at that time, worried about Edison and worried about him. It can be imagined that the students at that time must have the same feeling: It turns out that the plane mirror to be learned in this class is so great that it can help people save their lives! Why does it have this effect? Is there any other application? I can guarantee that the students must have been in a hurry. From the great enthusiasm shown in their class, we actually found out the answer.
The introduction of the two teachers is really brilliant! I secretly yelled at the big mother finger, I really admire them. We are also very familiar with Edison's story. Why didn't you think of it in the previous teaching? I also deeply blame myself. I really hope that there will be more such opportunities in the future, and then I will consult and learn from my peers.
In short, how to implant physical thinking in the minds of middle school students, improve students' interest in physics, enhance their yearning for science and their desire for exploration in nature, the introduction of classroom teaching is particularly important. In view of the strong curiosity and curiosity of the Chinese students, the poor self-control ability and the distraction of attention, we must pay attention to the introduction of the chapters in each chapter, the lectures in the first lesson of each chapter, and each lesson. The five minutes before the class, these are important to attract students to this class, to inspire students' interest in this chapter and spontaneous exploration of knowledge.

Chapter 5: Reflections on Current and Circuit Teaching

My biggest gain in this lesson is two things:
1. Current and circuit are the introduction of electricity. The sense of current is more abstract. When I explain it, I use the analogy of the image as the analogy of the students in the playground for 100 meters, so that students can understand the current and master the current.
2. For simple circuit connection and drawing circuit diagrams, the teaching method of letting the students explore first and the teachers correcting them again achieves the effect.
Can fully expose students' learning problems and make teaching more targeted;
Not constraining the students' thinking, suitable for the age characteristics of middle school students' good performance, helps to stimulate students' curiosity and cultivate interest in lifelong exploration;
Let students appreciate the joy of success in the process of exploring and solving problems.
In this lesson, I need to pay attention to the following: I spend a lot of time on the basic knowledge of current and circuit, pay too much attention to the teaching of basic knowledge, neglect the cultivation of students' own skills, and replace the teacher's blackboard demonstration connection. Students, when students do it themselves, many students will not draw. Therefore, in the future teaching, we must pay attention to the cultivation of students' ability, strengthen quality education, take curriculum reform as the standard, and achieve the leading role of teachers. Subject status.