Reflection on the teaching of light world patrol

Part 1: Reflection on the teaching of the light world patrol

The content of "Light World Tour" is closely related to life. It is taken from the eighth grade experimental textbook of the compulsory education curriculum standard of Guangdong and Shanghai.
The purpose of this section of the textbook is to integrate the physics knowledge into the observation experiment. There are three inquiry experiments in the class, 1. Decompose white light, 2. Create a colorful color, 3. Observe the color of the apple. In order to take this class well, I specially asked the school to buy a color filter and a glare flashlight, and tried it in the office. It was found that it was simple to use three gongs to decompose white light, but the latter two experiments were not very effective due to the strong light in the office. Well, I went to the lab and pulled on the blackout curtain test. It was very good, so I decided to take a class in the lab. When you see the colorful seven-color spectrum in the classroom, the curiosity of the students is greatly satisfied. It also made the students understand that white light is a mixture of seven colors of red, orange, blue, yellow, green, blue, enamel and purple.
In the experimental teaching of “create a colorful color”, the filters of red, blue and green were selected before the projection light source, and the students observed the color on the light screen to get the color of the transparent object. The conclusion that the color of the transmitted light is the same is that the intersection of light can also indicate that light can be synthesized. The students in the back row were observed in the front, which made the students very impressed. When they asked questions, basically the students could answer correctly. "
In the teaching of "What is the color of opaque objects?" I started with the dress of the students. I pointed to the red part of a student's school uniform and asked the students what color they said. The students answered in unison: " "Red", I asked: "Why is it red?" The student replied: "Because it reflects red light"; I pointed to the white part of the student uniform, let the students say what color, the students are still in the same voice. A: "White", I asked why it is white? The student replied: "Because it reflects white light." At this point, the students thought that they answered the correct correctness, waiting for the teacher's praise, I said: "No," the students were amazed, then I put the green light on the white clothes for the students to observe, the students said it was green, and I put the blue light on the white clothes, and the students said that it was blue. Finally, I asked the students to discuss why the white clothes can be presented in different colors. Thus, "what is the color of the opaque object?" It is. Immediately afterwards, the game session caused a sensation among the students. I took out the homemade colored glasses for the students to wear, let them personally feel the colors around them, and know what the result of "wearing colored glasses to see people".
A class was finally completed in accordance with the scheduled plan. Just as the teachers reflected after the class, my own feelings were too hasty and the time was tight. It is really difficult for students to master so much knowledge in a class. It is fortunate. It is a student who likes this relaxed and lively classroom atmosphere, which is a bit of my success.

Chapter 2: Reflections on the Teaching of Light World Tour

It fully embodies the students' independent inquiry, cooperation and exchange, and the teacher only serves as the new teaching concept of equality. It has the following advantages:
Students learn how to learn. The content of this lesson is often simply introduced in the past teaching. This lesson provides a lot of materials and phenomena, giving students the appropriate time, letting them think about themselves, going through the experimental process, and thinking about it, going to say, go Do, express, and understand, explore the physical nature of physical experiments. "Discovered" the propagation characteristics of light in the same homogeneous medium. By exploring the law of linear propagation of light, students have initially realized the scientific research method of “propose a problem—experimental inquiry—finalize—interpret the phenomenon—apply conclusions”. This method of inquiry will play a good role in future experimental research.
Fully tap the students' creative potential. Throughout the whole class, students are always in a state of active participation. After seeing various phenomena, they actively think about and draw preliminary conclusions, and some also think of some very creative methods. Explain that as long as they give them full time and space, they will inspire their innovative potential.
Fully demonstrates the fascination of physics experiments and their teaching. The creative physics experiment designed in this lesson breaks through the long-standing teaching difficulties and successfully solves the phenomenon that light does not follow a straight line in the non-uniform medium path, especially which one I created to heat the light with an alcohol lamp to make the spot flicker. Experiments and light propagation in the jelly along the straight line have a very good experimental effect, allowing students to experience the wonders of light in the activities of experimental exploration, develop curiosity about science, and experience the joy of exploring the laws of nature.
Although this lesson has been carefully prepared, there are some problems:
Insufficient affinity, for the students, the teacher is mainly listening to the students, and does not really reflect the concept and requirements of the new curriculum.
Due to time constraints, there are some single questions that make students' in-depth thinking less than enough.
There is a lack of evaluation of students in the classroom, and students have fewer answers. Because the class students are unfamiliar, the atmosphere of the whole class is still dull and not very active.

Chapter 3: Reflections on the Teaching of Light World Tour

In the school class, I chose the course "Light World Tour". This section is the first section of the "light phenomenon" of the middle school physics. It plays an important role in understanding students' physics and inspiring interest in physics learning. How to design the content of this lesson, I have done a full preparation. I think the success of this lesson lies in:
First, effectively stimulate students' interest in physics learning
The middle school students know things, and they are in the stage of consciously understanding and gradually transitioning to rationality. At the beginning of this lesson, I passed the magical Taishan sunrise, the quiet Three Pools, the magical mirage, the lakes and mountains, the beautiful festival lights, the colorful fireworks, the mysterious flashing space, the mysterious Penglai fairy cave, the beautiful city. Pictures such as night scenes give students a visual feast. A beautiful picture makes students marvel at the beauty of the world, letting students sigh the magic of light, and then introduce the subject. Make students full of curiosity about light. Inspire students to learn interest.
Second, respect the law of students' cognitive development
This class introduces new lessons, and gives students a perceptual understanding through pictures, which is in line with the cognitive development of middle and high school students. In the design of the content of this lesson, based on the understanding of the use of light, I asked the students: Since light is so important, what do you want to know about light? Because students learn in the chapter on sound and environment in Chapter 2, they understand how sound is generated from how sound is produced, how sound is transmitted, and how fast sound is transmitted. Therefore, students here are not difficult to ask questions: Where? How does light spread? How fast is light transmission? When the concept of light source was introduced, I simulated the dark room through the courseware and asked why the object could not be seen. The student answered that there was no light. I introduced the student's question "Where is the light from the situation". The next step is for students to discuss the source of light.
Third, respect the subjective status of students
In this lesson, I have been guiding students how to get to know the light, or to guide students in the direction of the light world, and the subject is the student. I guide students to understand what knowledge of light, students themselves to propose three aspects of this lesson to learn: Where does light come from? How does light spread? How fast is light transmission? Then, under the guidance of the teacher, the students raised conjectures on the three questions. Especially in the teaching of how to spread the key knowledge light in this lesson, let the students see the picture and guess the light is spread along the straight line, and then give the students experimental equipment, let the students use the equipment to verify that the light is transmitted in a straight line, and then draw conclusions. .
This lesson also has its shortcomings. In the course content arrangement, there is light dispersion behind this lesson. Due to time, I have not arranged this part. When I arranged the students' experiments, I used mosquito coils before, but I tried many times before the class to find that the effect was not good. The reason is that the mosquito coils are smokeless mosquito coils, and what I need is the smoke after the mosquito coils are ignited. The student experiment verified that light propagated in air, water, and glass, but the actual conditions limit the inability to complete the light propagation in the vacuum. Through the operation, some students have misunderstood that light cannot be transmitted in a vacuum, even if the classroom is clear. Let students compare the differences between light and sound.

Chapter 4: Reflections on the Teaching of Light World Tour

<<Light World Tour>> The advice on teaching is a class hour, so I also use it to complete a class. Now I analyze the problems that arise during the teaching process as follows:
The flash point of the design:
Students ask questions and learn independently.
Inadequacies:
The anticlimax in the class did not achieve the desired effect.
Cause Analysis:
If you don't have a good grasp of the teaching materials and don't allocate the time reasonably, it may be better if you use two classes in this class. The first lesson only asks the students to discuss the use of light in order to understand the importance of light and better stimulate students' light. Exploring interest, then learning to complete the practice of self-learning. In the second lesson, we will break through the difficulties. Then there will be no phenomenon that time is not enough.
I did not let go of the bold idea, shrinking my hands and feet, and suffered too much restraint. For example, teaching, teaching materials, six links and many other aspects, the result became four.
The road to curriculum reform is difficult and long, and I still need to constantly explore and reflect before I can grow.