Reflection on simple circuit teaching

Part 1: Reflection on Simple Circuit Teaching

In the last lesson, students have gained some experience in how to light a small light bulb. In this lesson, students are taught to use the new device - the small lamp holder and the battery box - to wire the complete circuit. And in the process of using these devices to build circuits and explore more light bulbs, students will gain more experience building circuits.
According to this concept, in the process of teaching design, I adopted a step-by-step, easy-to-difficult teaching method. First, let students design and assemble a circuit that lights up a small light bulb, and master the installation and connection of battery cases, small lamp holders and wires. The line method draws a simple circuit diagram to form the concept of a simple circuit. However, because the quality of the learning tools in the learning bag is not very good, many students used more than half of the time to install the small lamp holder and the battery box, and the individual groups were not successfully installed because some materials were broken. Later, when students lighted a small light bulb and drew a simple circuit diagram, most of the students seemed to be very difficult. Most of the attention was focused on playing, and they did not do what the teacher asked. The circuit diagrams drawn by the individual are also inaccurate. The wires are not drawn straight, the small bulbs are not accurately drawn, and the battery box is also drawn. There is no concept of a simple circuit, so I have to temporarily change the teaching process and arrange the following in the next lesson.
Today, I took the lesson from the last class and took another class. The instructor also came to listen to my class. I always feel that the whole teaching process is not very good, the students should be slow, the communication department is active; and the knowledge of the students in the last class is not in place. The main problems existed: 1. When guiding the assembly of electrical appliances, the attention point is not emphasized, so that the small bulbs are not lit when the individual experimental groups are installed, and the cause is not found. 2. After the students use different methods to make multiple small bulbs shine, the physical map of one of the connected lines is displayed. This does not represent the practice of the whole class, which is too limited. The student's circuit drawing was not standardized and was not corrected in time.
Therefore, when further guiding students to explore how to use different methods to make more small light bulbs light up, they experiment very slowly, and it seems that the communication time is very urgent. Later, the instructor gave me some advice: 1. Don't let a student in a group draw a circuit diagram, let them paint the first thing, let them do the experiment, or let the finished group immediately draw the blackboard. Out of the circuit diagram, then the communication methods drawn by everyone are the same, which methods are different, and indicate where the difference is, let students have a preliminary understanding of the series circuit and parallel circuit. At the same time, students can realize that there are two ways to make two small bulbs light up, and let the students try to try the second method.

Chapter 2: Reflection on Simple Circuit Teaching

Perhaps students are more motivated to explore activities with some difficulty, and students in this class always maintain a high level of enthusiasm.
In a circuit exploration activity using a battery box, two small lamp holders and four wires, the students in the first two classes chose the connection method: from the two terminals of the two lamp holders. The wires that are taken out are connected to the positive and negative terminals of the battery. Before the class, I thought it was simple, but the serial method that the students first thought of did not appear. At first I was surprised and found the answer: before this, the first inquiry was to use a battery box, a lamp holder and two wires to form a circuit. So after adding a lamp holder, the students naturally connected a lamp holder on the basis of the front circuit. In the third class, I made it clear when I set up the inquiry task. I used three wires to form one circuit, and then four wires to form a circuit. So, the way of concatenation appeared.
After thinking about this part after class, I deeply feel that we often say that students should be prepared when preparing lessons, and they should think from the perspective of students. In fact, we often think that it is very simple, students can think of it, in practice. There is no delay in teaching. Only from the student's point of view, considering the conditions that may occur in the experiment, the guidance in actual teaching will be more clear.

Chapter 3: Reflection on Simple Circuit Teaching

First, the new teaching ideas
1. Recognize some circuit components
2. Use a wire, a small light bulb, and a battery to illuminate the small light bulb.
3. Analyze the connection situation and talk about how the current is “walking”.
4. Add the switch and reconnect a complete circuit.
5. Learn the electrical component symbols and learn to draw circuit diagrams.
Second, problems in teaching
1. After teaching in this way, I immediately found that most students could not use a wire, a small light bulb and a battery to make the light bulb light up.
2. After knowing the battery box and the small lamp holder in the current experiment box and connecting a simple circuit, students can quickly connect a correct and complete circuit.
Third, reflection
1. Why do students have a battery box and a small lamp holder to connect the circuit correctly?
The battery box and the small lamp holder have ready-made wire connection points, and students only need to insert the wires into the connection points step by step. In this process, students basically did not open up their wisdom.
2. Why is it difficult for students to use a wire, a small light bulb and a battery to make the light bulb light up?
First of all, students rarely come into contact with unconnected electronic toys and have no practical experience. Second, the students are unclear about the internal structure of the bulb. In the end, there is no adequate study time for students.
3. Can students first experiment with battery cases and lamp holders?
I think that although it is difficult to light a small bulb with a wire, a small light bulb and a battery, in the process, it can firstly inspire students' thinking and develop students' practical ability. Secondly, students can experience the meaning of the circuit in hands-on and thinking. Therefore, as long as the teacher carefully guides and gives sufficient time, the students will be able to explore the mysteries.

Part 4: Reflection on Simple Circuit Teaching

This lesson is a regular class on my part, the first part of the fourth grade of the textbook. This class is very practical. Under my guidance, the students' self-initiated inquiry learning activities are based on the students' experience, closely related to the students' own life and social reality, and reflect the comprehensive application of knowledge. In the design of this lesson, I have always carried out inquiry activities around the characteristics of practicality, openness, generativeness and autonomy of science courses.
First of all, let students understand the knowledge about electricity, review the old knowledge and the reality of life, not to talk about boring and empty, but let the students do it by themselves, feel it in person, let the students do it themselves to light a small light bulb. In the classroom, students who dare to try are fully encouraged to let other children discover and correct the errors that occur during the lighting process. This leads to the content we are going to study today. Let's first come to know some electrical components, which are common in our lives, but we don't know their scientific names. Can you use a wire, a small light bulb, and a battery to light up the small light bulb again? As soon as this problem is thrown out, many students are eager to try, and for such assembly, they may have played similar games very early. Therefore, they are very interested. Therefore, the small light bulb was quickly lit up by the students. This is also expected. Then I will ask another question. "Analyze our connection, can you talk about how the current of the dry battery is moving?" It is difficult to live a student. They may not have thought about this problem at all. A small number of students interested in electricity may know the mystery. But it is not complete. Under their thinking and answering questions, more students will join the ranks of thinking. At this point, I will summarize the children's scattered answers and put them all together. However, in real life, we all have switches to control the bulb. And this connection has no switch. Can we add a small switch to control the light bulb's light and extinguish? Add a switch and re-light the light bulb! The children quickly assembled again. Now, please take a picture of our connection in kind, this is a simple circuit. It took the students a few minutes to draw a physical circuit diagram. Is it easy to draw? how do you feel? It would be nice if you simplified it! Do you have any good suggestions? At this point, the students can fully think about the simple method, they gave me a lot of good advice. I also give students a way to learn to draw simple electrical component symbols and draw simple circuit diagrams with symbols.
In the teaching process, after teaching according to this idea, I immediately found that most students could not use a wire, a small light bulb and a battery to make the light bulb light up. Students do not understand the internal structure of the bulb, and it is even more unclear about the invisible current. After knowing the battery box and the small lamp holder in the current experiment box, a simple circuit is connected, and the student can quickly connect one. The correct, complete circuit. The battery box and the small lamp holder have ready-made wire connection points, and students only need to insert the wires into the connection points step by step. In this process, it is difficult to open the wisdom of students. Therefore, in the design of this lesson, first light the small light bulb and recognize the existence of the current. The small light bulb can only be lit in the loop circuit, and will be extinguished once disconnected. Then, gradually increase the electrical components, we can not always hold the small light bulb by hand, the electrical components can free our hands. This constitutes a circuit connection. Learning to draw a simple circuit diagram is mainly to let students perceive the convenience brought by the circuit connection, and the layout of the circuit is very helpful to life.

Part V: Reflection on Simple Circuit Teaching

"Simple Circuit" is the first lesson of the third unit of the fifth grade of the fifth grade of the Jiangsu Education. The focus and difficulty of this lesson is to draw a circuit diagram of a simple circuit and a circuit according to a simple circuit diagram. Although students often discharge electricity in their lives, some students have connected simple circuits, but students are basically unclear about how to draw circuit diagrams. I first led the students to understand the various parts of the simple circuit, and then showed the parts to the students. Then, let the students try to wire the bulbs and batteries and let the bulbs shine. Students try to group, and the three fastest connected groups draw their connection method to the blackboard. Basic students can do well soon, and some students who have no foundation are always bright. I will work with you to solve various problems in the group experiment and compare and analyze the short circuit and the open circuit. Then look at the circuit diagram on the blackboard and learn how to draw the circuit diagram. Next, I showed the switch to the classmates, let the students add the switch to the circuit diagram, and connect according to the picture they have drawn to see if it can function as a switch. Finally, I showed the students a homemade traffic light, which inspired the students' interest in extracurricular inquiry.
When I reviewed this lesson, I deeply felt that we often said that students should be prepared when preparing lessons, and they should think from the perspective of students. In fact, we often think that it is very simple, students can think of it, In actual teaching, students have greater difficulties. Only from the student's point of view, considering the conditions that may occur in the experiment, the guidance in actual teaching will be more clear.