Reflection on the teaching of molecular thermal exercise

Part 1: Reflection on the teaching of molecular thermal exercise

1. The goal of learning is not presented. The purpose is to show the goal of the learning, and then inform the students of the answers to some questions without learning. Instead, it appears as a fill-in when learning the summary. I think it should be desirable. But in other disciplines, this is not the case. I think this is desirable.
2. Knowledge learning is divided into two parts, diffusion phenomenon and intermolecular interaction. After completing the content of the book, the blanks on the study case will be completed.
3. Change the practice of experimental inquiry, but first accept the knowledge and then use the experiment to verify. It feels not too good.
4, the teaching process feels complete, the content of a class is also completed.
Problems:
1. Group-based cooperative learning is not in place, and it is related to the usual lack of group learning to develop habits.
2. Lack of commenting. It is not always used by teachers to use this teaching method.
3. The teaching process is slightly unnatural. It is related to insufficient teacher preparation.
4. A verification experiment is not ready. This is a bad injury.
5. When using the guidebook and the electronic whiteboard, it is necessary to make the electronic courseware simple according to the guide case and display it on the electronic whiteboard.

Part 2: Reflection on the teaching of molecular thermal exercise

The teaching atmosphere of the whole class is very good, and the students' participation is very high. The students not only learn the knowledge, but also improve the ability of hands-on experiments, so that students can further understand the scientific reason that the theory comes from practice. In the classroom, group experiments, students themselves, greatly mobilized the students' enthusiasm for learning, and stimulated students' strong desire to explore, which not only played the leading role of teachers, but also reflected the main status of students, students learn to live, remember prison. However, some undergraduates are not willing to take the initiative to participate in hands-on experiments, and answer questions are not positive enough. In the future, we must find ways to arouse their enthusiasm for active learning and participate in exploring the courage to solve problems. At the same time, in the future teaching, multimedia should be used as much as possible, and the classroom teaching situation should be created to maximize the efficiency of classroom teaching.

Part 3: Reflection on the teaching of molecular thermal exercise

1. As the first part of this chapter, this lesson is to further explore and study the knowledge of the microcosm after learning the relevant knowledge of the giant object, and to pave the way for the study of the internal energy of the object and its related knowledge. However, due to the inability of the molecular motion to directly observe the inquiry, this lesson is mainly based on experiments, and the computer simulation method is used as a supplementary organization teaching.
2. In order to deepen students' interest in exploring the common phenomenon of diffusion, the experiment of the familiar red ink diffusion in water was designed. At the same time, in order to realize physics from life, to serve life, and to understand modern technology related to molecular thermal movement, students are asked to enumerate examples of the phenomenon of diffusion in life.
3. The knowledge and skill content that needs to be examined in this section is more abstract. In the process of learning, the students' enthusiasm for learning is fully mobilized, mainly based on student analysis and discussion. On the basis of teacher guidance, “propose questions-experimental inquiry-analysis” Induction - draw conclusions "teaching the thinking process of the main line, is conducive to the development of students' logical thinking ability and ability to summarize.

Part 4: Reflection on the teaching of molecular thermal exercise

The teaching content of this lesson is the first lesson of the 16th chapter of the ninth grade of the physics version of the Pedagogy. The textbook first introduces the size of the molecule, and then explores the microscopic world through observation and analysis of the phenomenon of macroscopic diffusion. The molecular thermal motion and the interaction between molecules are introduced in turn. After the lectures and classroom teaching exercises, I have already taken shape. I also have some experience in the teaching of this class. Among them, I feel that I have the strongest points and hope to continue to urge myself to further enhance the teaching concept.
First, set the problem situation, easily introduce new lessons
Through a small activity designed to let students tell the choice of the method of identification, most students will say "smell". Through the phenomenon of diffusion in life, students are allowed to see from a macro perspective that students can perceive that the phenomenon of giants may be closely related to the microcosm, thus transitioning to the content of the new lesson, opening the door to the microcosm, and perceiving the molecules of all matter through reasoning. Do not move irregularly. With the introduction of easy activities, students are naturally involved and stimulate students' enthusiasm for learning.
Second, pay attention to the cultivation of students' research methods
The research methods used in the teaching of this lesson: controlling the variable method and the conversion method. When exploring the relationship between the speed of molecular motion and temperature, the quality of hot water and cold water is guaranteed to be the same, and the amount of ink dripped is reflected in the idea of ​​controlling variables. Due to the microscopic nature of molecular and molecular motion, it is impossible to observe directly with the naked eye. It is necessary to apply the conversion method and draw conclusions through observation and analysis of the giant phenomenon.
Third, reflect the new curriculum concept, return the classroom to the students
Reflecting the concept of curriculum reform, the students' scientific inquiry ability is placed in a very important position. In this lesson, the demonstration experiments in the textbooks are changed into group inquiry experiments twice, creating a classroom atmosphere with democracy and equality. Teachers participate in the classroom with organizers, guides, and collaborators. In the process of learning, the students' enthusiasm for learning is fully mobilized, mainly based on student analysis and discussion. On the basis of teacher guidance, students are allowed to experience all aspects of the scientific inquiry process: problems---guess---verification-- - Conclusion - Creation - Discovery. Conducive to the development of students' logical thinking ability and ability to summarize.
Fourth, pay attention to the individual differences of students, pay attention to teaching students in accordance with their aptitude
In the design of the experimental program of gravitation between molecules, taking into account the individual differences among students, try to avoid uniform requirements, adopt a hierarchical and multi-faceted teaching concept, and screen all experiments with different difficulty to adapt to different cognitive needs of students. Level. In the classroom practice session, I also noticed the hierarchical teaching, and designed different gradient exercises for the students to choose.
5. The integration of information technology and physics teaching is appropriate
As the first section of this chapter, students learn and study the knowledge of the microcosm after learning the relevant knowledge of the giant object, paving the way for the study of the internal energy of the object and its related knowledge. However, due to the inability of the molecular motion to directly observe the inquiry, this lesson is mainly based on experiments, and the computer simulation method is used as a supplementary organization teaching.
Because the nitrogen dioxide gas is toxic, it is inevitable that students will have a psychological burden when conducting demonstration experiments. The way of using video is both true and vivid. The diffusion of water and copper sulphate solution takes several days, and the diffusion experiment of gold and lead takes more than a few years. It is impossible to complete it in the classroom. It can be enhanced by students through the use of FLASH animation and video to enhance the liquid and solid. Understanding of the phenomenon of diffusion. In this way, the vivid, visual, intuitive and infectious multimedia technology is applied to the classroom, which plays a role in assisting classroom teaching. These colorful and vivid animations also stimulate students' multiple sensory organs, help to achieve teaching goals and resolve teaching difficulties.
Through the demonstration of multimedia courseware, it not only helps the realization of the teaching effect, but also can reasonably arrange the classroom teaching plan so that the teaching process can proceed according to the preset ideas. Especially for the theoretical knowledge that can't be tested in this lesson, the multimedia courseware teaching highlights its great advantages. Moreover, the use of multimedia technology instead of the demonstration experiment can also effectively control the classroom rhythm, because many factors of physical experiment may lead to the experimental phenomenon is not obvious, the experimental time can not be controlled, and the multimedia courseware completely avoids these possibilities. The factors that enable teaching time to be organized in an orderly manner. Some experiments that take ten minutes to show obvious physical phenomena can be realized instantaneously through multimedia technology, effectively improving classroom efficiency.

Part V: Reflection on the teaching of molecular thermal exercise

Academic analysis
In Chapter 11 of the “Colorful Material World”, students have a general understanding of the composition of matter and the movement of molecules. In the chemistry class, the phenomenon of diffusion has been known, and some common phenomena of diffusion in life have also been Deep impression, but the question about the speed of the movement of the molecule is not very clear.
Method application
The method of analogy, reasoning, and argumentation is used in the inquiry of "the relationship between the intensity of molecular motion and temperature".
specific methods
1. In the process of studying the laws of molecular motion, through a series of inferences, experiments, phenomena, guide students to draw their own conclusions.
2. Research methods used: analogy, control variable, conversion
Give full play to the initiative of students, summarize them according to their own understanding, and cultivate the ability to summarize and summarize.
Guide students to discuss the process and method of self-investigation.
The downside is that in proposing the idea of ​​molecular thermal movement, students should be given more examples to guide students to draw conclusions so that students can remember more deeply and understand better.