Reflection on voltage teaching

Part 1: Reflection on voltage teaching

In this lesson, the students' learning process is full of curiosity and curiosity. During the whole course of teaching, the students are always in a proactive learning state, and the classroom maintains a strong interest and a pleasant learning atmosphere. The interaction between the teachers and students, the interaction between students and students, mobilized the participation of all students. This section adopts a comparative review effect. Most students can discuss the use of the current meter and voltmeter on the basis of self-study, and present the ammeter and voltmeter in front of the students again, let the students observe, cause thinking, and have questions. Inspire interest, organize students to carry out group discussions, speak eagerly, and see each other, so that they can smoothly summarize the use of ammeters and voltmeters, step by step, and break through the difficulties. The use of comparative review quickly attracted the attention of students to the classroom, and the interest in learning was greatly improved. More students participated in the discussion in the classroom. This manpower map makes full use of the students' own resources, guides students to solve problems through discussion and exchange, and improves students' cooperation ability. Each student participates in the learning process and enhances self-confidence, so that they can appreciate the joy of “innovation”. Deepen their feelings towards the subject of physics and improve their ability to solve problems. Students find problems and solve problems themselves in the process of discussion and communication, have a deeper understanding of knowledge, and reflect the interaction between students and students, and the interaction between teachers and students. The interest and enthusiasm of the problem process inquiry, the knowledge of the three-dimensional goal requirements of the course, the cultivation of the various skills in the three-dimensional goal requirements of the course, the experience of scientific methods and the importance of scientific knowledge in production and life in the learning process, and the discovery Students have great potential to dig, and teachers get unexpected gains.
In the classroom, most students are unwilling or afraid to put forward their own ideas and their own questions. In particular, students with poor foundations are more unsatisfactory in this regard. This may be related to the lack of self-confidence of these students. related. In the future, we will focus on cultivating the self-confidence of these students.

Chapter 2: Reflection on Voltage Teaching

1. The formation of analog currents by the formation of water flow effectively reduces the difficulty of students' understanding.
2. Let the students summarize the similarities between the various parts of the formation process of the current flow in the formation of the water flow, so that the students can clarify the role of each part of the circuit and help mobilize the students' enthusiasm for learning.
3. After the teacher demonstrates the use of the voltmeter, do not explain the reading of the voltmeter for the time being. Let the students do the experiment themselves, and the experiment will reveal problems such as no reading or incorrect reading.
The shortcomings of this lesson design:
1. The formation of analog currents by the formation of water flow has limitations and will adversely affect the development of students.
2. The problem that emerged from Consolidation Exercise 6 is that because teachers always introduce the use of voltmeters or ammeters from the front, there is no opportunity for students to make mistakes, and students are not easy to identify such problems. Therefore, I believe that if you can provide as many opportunities as possible for students to make mistakes in teaching, and to ensure that the instruments are not damaged, the opportunities for self-exploration will be more in line with the students' cognitive rules. Even if you don't explain it first, providing each student's meter instruction manual and letting students use it according to the manual will help to develop students' lifelong learning ability.

Chapter 3: Reflection on Voltage Teaching

Students have forgotten the electrical knowledge of the fifth chapter of the last semester "Current and Circuit", that is, the basic knowledge is not solid. In addition, on the first day of school, it is inevitable that some of them will not enter the state.
So, in summary, the effect of this lesson is not very good. I should prepare the demonstration instrument a few days in advance, or prepare the experimental instrument at the end of the last semester, and I have to file it. I should do the experiment beforehand and bring a hair dryer. Some small experiments or small activities should be prepared to mobilize students.
I started with the phenomenon of lightning and high voltage discharge. I don’t think it is enough to mobilize the students’ learning initiative. Can I give the term “voltage” to let students say where in life they are exposed to the term “voltage”? Let students lead themselves and enter the door of "Voltage", not only to improve students' initiative, but also to train students to observe life and experience life.

Chapter 4: Reflection on Voltage Teaching

"Voltage" is a section on the use of voltage and voltmeter equipment, taken from the first section of the eighth grade textbook of the People's Education Press. The main tasks of this lesson are:
1. Introduce knowledge about voltage: eg, the concept of voltage, the unit, and some related voltage values.
2. Introduce the rules and requirements for use of voltmeters and their precautions. Let students learn to use a voltmeter to measure the voltage in series with the battery.
Through the teaching experience of this class, I feel that there are successes and shortcomings.
The success of this lesson is:
1. Make full use of the guiding case, give full play to the initiative of students' independent learning, and stimulate their enthusiasm for participation. Throughout the entire class, I asked students to study new physical knowledge on the basis of “self-study---group communication and discussion---class communication”. It has exerted the initiative of students, stimulated the students' interest in learning, and gave each student the same performance opportunities, especially the introverted students, to create opportunities for them, enhance students' interest and confidence in learning, and make each student's ability And quality has been improved.
2. New knowledge is analogous with old knowledge.
After students find the rules for the use of voltmeters, I use the analogy method to let students review the rules of use of ammeters to compare the similarities and differences between voltmeters and ammeters, so that students can learn and understand new and easy to understand. The rules and requirements for the use of voltmeters and their precautions. Also check the student's knowledge of the voltmeter and ammeter in the job design.
3. Practice many times. In one lesson, through the pre-course guidance, homework assignments, and after-school practice, the key content of this lesson was strengthened. Achieved the expected goals.
I feel that there are still some shortcomings.
1. The experiment is lacking. Due to the correction and expansion of my school, the school did not have a laboratory, the laboratory equipment was seriously damaged, and the group equipment was not prepared for each class. If you can prepare an ammeter, voltmeter, and three sections of batteries and wires for each student's lab before class, the switch can be used to better understand the voltmeter and ammeter when comparing the voltmeter and ammeter instructions. Similarities and differences, when measuring voltage with a voltmeter, each student has a chance to learn, the learning effect will be more obvious.
2. The experiment time is not enough, and the experimental results are not ideal. Due to the 40-minute class time of our Chinese small school, the failure of the experimental wires caused the teacher to demonstrate and the time for the students to go on stage, which seemed to be hasty.
With the continuous deepening and expansion of the curriculum reform, I feel that experimental equipment and experimental conditions have an irreplaceable role in animation and multimedia for physics teaching. To comprehensively improve students' comprehensive ability, we must pay attention to the training and improvement of various individual abilities, and focus on the overall effect, so that various abilities can be mutually promoted. Only in this way can the teaching process reinvigorate its vitality.

Chapter 5: Reflection on Voltage Teaching

The concept of voltage is a historical difficulty in teaching. It is abstract and cannot be directly experienced through student practice. Therefore, I usually use the water flow formation process. The reason for the formation of the analog current is that the water in the container is high at one end and low at one end, guiding the students to observe and analyze the cause of the formation of the water flow, that is, the water pressure is the cause of the formation of the water flow, and the connection is excessive: the voltage is The free charge undergoes directional movement to form a current, which breaks through the difficulty of teaching. The correct use of this voltmeter in this teaching focus is mainly to compare the voltmeter with the ammeter. In the comparison, the students are guided to realize the similarities and differences between the two, so as to grasp the rules of use of the voltmeter. Using analogy and contrast teaching methods, in line with the students' cognitive level, to achieve the purpose of teaching students in accordance with their aptitude, step by step, to be able to active atmosphere, teacher-student interaction, students actively participate, so as to achieve better teaching results.