Reflection on electricity and magnetic teaching

Part 1: Reflection on electricity and magnetic teaching

This course further studies the energy conversion between electricity and magnetism based on the previous lesson, "The Transformation of Energy." There are three main activities in this lesson: the first activity is to “make the energized wire close to the small magnetic needle”. This is mainly based on teacher demonstrations, letting students understand that energy conversion between electricity and magnetism is possible. The second activity was “making an electromagnet. In this activity, I asked the students to design their own experimental plans, improve the experimental plan, and then group the experiments. The direction of the coil winding and the direction of the battery were not specified during the group experiment. Therefore, the electromagnet tip and the cap of each group are likely to have different polarities, paving the way for the third activity. The third activity is "to study the north and south poles of the electromagnet." This experiment is not difficult because I asked students to design their own experiments to conduct research. The study found that the electromagnet nail tips and nail caps made by different groups are different. It is possible to guide students to study the factors related to the magnetic pole of the electromagnet after class.
The National Science Curriculum has clearly pointed out that the science of science and technology is a science enlightenment course with the purpose of cultivating academic students' scientific literacy. In the classroom, we should pay attention to whether students have the pleasure of scientific inquiry, whether they participate in scientific learning activities, whether they are active, whether they persist, whether they are realistic, whether questions are appropriate, whether the design is reasonable, whether the expression is clear, and how to collect and organize information. What is the ability, how to be able to work, how to cooperate with peers, and not to emphasize the results or level of scientific inquiry of primary school students.

Chapter 2: Reflections on Electrical and Magnetic Teaching

This lesson is the first lesson of the sixth grade "Energy". This lesson will "replay" the famous process of discovering electromagnetic phenomena in the history of science, allowing students to "discover" the energized wires to deflect the small magnetic needle, so that the electricity can generate magnetism. To enhance the inquiry and interest of students' learning activities. There are two activities in this lesson. First, the students are instructed to do the experiments that scientists Oster has done. The energized wires deflect the compass and experience the thinking process of analyzing and interpreting the new phenomenon. Second, do the energizing coil to deflect the compass. The experiment - using the coil instead of the straight wire to do the electro-magnetic experiment, to lay the foundation for understanding the principle of the electromagnet and to lay the groundwork for the study of the toy small motor. The scientific concept of this lesson is that current can produce magnetism. Through the teaching of three classes, I also have a few reflections on this lesson:
First: According to the difficulty of this lesson, the order of teaching materials was revised. The textbook is arranged in such a way that the energetic wire and the compass are used to simulate the experiment of the scientist Oster, and then the short circuit and the compass are used to continue the experiment observation phenomenon, and then the two experiments are used to summarize and find out, finally, the energized coil and The experiment of the compass. In the first and second teachings, I followed the order of the textbooks, but when I did the last power-on coil experiment, the transition was always very embarrassing. The children didn’t know why they had to make a power-on coil, so the children here. There are some uproars. Based on this, in the following teachings, I modified the order of the textbooks, first experimented with the energized wires, and then concluded. The short-circuit circuit experiment and the energized coil experiment are placed in parallel positions, because these two methods are used to make the magnetic change of the wire strong and the experimental effect is stronger. Of course, they also have a small level, that is, the magnetic property of the energized coil is higher than that. The short circuit is more magnetic. After this teaching, I found that the purpose of teaching was clearer and the effect of teaching was better.
Second: "The full preparation of experimental materials is the foundation of a good science class." This lesson made me more aware of the meaning of this sentence. There are many experimental materials in this class, such as battery cases, batteries, switches, wires, etc. If the small circuit appears to be faulty, the light bulb will not light up, then the experiment of this group will inevitably fail, so the preparation of the material is good. A solid foundation for a science class.
Third: I still don't have the details of the class.
Fragment One Q: What do you think is the reason for the pointer to deflect? A child hesitated but loudly answered: current. I am very happy, but I said: What do you think is current? Because of my reckless behavior and tough attitude, this child is afraid, and can no longer tell the reason. At this time, I regret it. I think I should patiently encourage and guide this child. I said, "You are really brave, and you think very well. Can you tell me why you think so?" I think it is I gave full play to the guiding role of the teacher, but I missed the opportunity, but the opportunity will not come again.
Fragment 2 Q: What questions do you want to ask based on this strange phenomenon? The student replied: I want to know if the electric circuit can make the magnet rotate? How good the question raised by this child was, but at the time I did not know how to communicate with the students because of the tension, so I chose to follow my pre-prepared lesson plan, that is, I did not answer the question of the child, nor did I deepen the problem. Instead of asking any questions, I asked the question I wanted to ask: What do you think is the reason for the pointer to deflect? After class, I repeatedly thought about this child's problem. I found out that the problem raised by this child is really good. In fact, the question raised by the child is the question I want to ask, but the form of the question is different. I can follow this child. problem. I think I can guide this way: "This classmate put forward a very meaningful question, 'Can the electric power turn the magnet?' Let us think about it together." "Who can say your own opinion? Can you say Say why?" I think if this problem is dealt with by this child, it will not only stimulate the students' thinking, but also achieve the teaching purpose of this lesson. I think that the students' thinking ability and innovative ability are cultivated bit by bit in the classroom.
In this lesson, the design of the teaching level is reasonable, the structure is relatively clear, and the teaching objectives of this lesson are completed very well. However, it is a great regret to deal with the details in the classroom. I believe that in the future teaching. I will work harder to grasp the details of the class.

Chapter 3: Reflections on Electrical and Magnetic Teaching

This lesson is the first lesson of the sixth-grade energy unit. The goal of teaching is to let students understand the relationship between electricity and magnetism through the departmental activities, and to understand the scientific concept of electric energy magnetism, and lay a good foundation for follow-up learning. In the teaching activities, it is necessary to guide students to carry out the experimental operation. In the following activities, the light is illuminated by the light bulb to prove that the circuit is unobstructed to prove that there is current passing through the wire above the compass. At the same time, let the students realize that "the compass will be affected and deflected under what circumstances", which is directly helpful to guide students to analyze "electric energy magnetism".
In the experiment, put the "powered wire" on the "compass", let the "wire" and "compass" be consistent, in the activity of observing the change of the compass, the teacher must emphasize "to straighten the wire in the circuit against the compass, with The magnetic needle indicates the direction is the same, and students and teachers should be required to study the main points of the experimental operation, and students can be asked to talk about the understanding of the experimental steps, or can be displayed with the help of the physical projector to ensure that the students are clear about the operation requirements. In this way, the experimental phenomenon can be seen clearly in the experiment. In the activity, it is also necessary to emphasize the observation of "change of the needle when the current is disconnected" and "the change of the pointer when the current is turned on", and make a comparison. By repeating the on and off, comparing the changes of the compass, it helps the students to observe the phenomenon. Comparison and analysis. Before using the short-circuit circuit to increase the current activity, it should be emphasized that the adjustment can only be turned on briefly, allowing the student to count down three seconds, so as to ensure that the battery will not be too worn out, and strengthen the students' understanding of the short-circuit hazard. The purpose of these two activities is to let students think about the reasons for the analysis leading to the deflection of the compass? Because of the previous guidance and learning, it is easier for students to conclude that the deflection of the compass is due to magnetism, which is neither derived from magnets nor from the influence of iron. It should be current, possibly current. Magnetic properties are generated when flowing through the wire. .
In the last activity, “Powered Coils and Compass,” I used a longer wire to demonstrate how to wrap a coil, then distribute the wires to the groups, and organize the students to wrap around the coil. It was thought that the winding would increase the difficulty of learning. However, the science class emphasizes hands-on and brainstorming. Then, as a teacher, it should provide students with space for development and opportunities for learning. After winding the coil, let the students arbitrarily place the coils according to the type they want to try, so that students can find that when the position of the coil is different, the compass deflection angle is affected, so that the student will find the compass into the coil. In the middle, the deflection is the largest and even rotated. This design is not only to respect the autonomy of the students, but also to bury the foreshadowing in the future.
According to the previous extracurricular survey, this is a unit that students are more interested in. Because there are many hands-on exercises and interesting experiments, teachers should be willing to spend time preparing adequate experimental equipment. Only when students are happy to learn, teachers can be happy. Teaching.

Chapter 4: Reflections on Electrical and Magnetic Teaching

This course is the starting class of the energy unit. The purpose is to enable students to understand the relationship between electricity and magnetism through a series of activities, to understand the scientific concept of electric energy magnetism, and to lay the foundation for follow-up teaching. In the teaching activities, let the students recall the pointing of the compass's magnetic needle at rest, and then let the students figure out how to make the magnetic needle rotate. Finally, I introduce the story of Austria, let students assemble a small circuit, and also recall "when under what circumstances the compass will deflect", which is helpful for guiding students to analyze "electric energy magnetism".
In the "Powered Wires and Compass" activity, it is important to emphasize that "straighten the wires in the circuit against the compass and the direction indicated by the magnetic needle" can be drawn with the help of a physical projector to help students clarify the operational requirements. In this way, the experimental phenomenon can be seen clearly in the experiment. In the activity, it is also necessary to emphasize the change of the needle when observing the breaking current, and to help the students think and analyze the phenomenon by repeatedly turning on and off and comparing the changes of the compass.