Reflection on the teaching of light communication

Part 1: Reflection on the teaching of light communication

The teaching content of "The Spread of Light" is relatively simple. The key point is to enable students to acquire the ability to observe, analyze, and summarize the inductive ability in the inquiry activities. Based on this, when I designed this lesson, I asked the students to observe the teacher's demonstration experiment and do the experiment by hand, and draw conclusions from the experimental phenomenon. Because we know that the experiment of “light travels in a straight line in the air, in water, and in transparent media such as glass” is not only easy to operate, but also the phenomenon is obvious. If the experiment is conducted, many students can clearly observe the experimental phenomenon. Easy to achieve the purpose of inquiry. The experiment of small hole imaging can pre-arrange students to prepare in advance, group experiments in the classroom, teachers in the whole experiment process, timely guidance to students, clearly pointed out what to observe. Otherwise, the students don't know what they should do and they don't know where to observe. Then the students themselves use the map to analyze the principle, nature and characteristics of the small hole imaging. Finally, the students are guided to discuss the application of light along the straight line in life and production. Other examples fully reflect the characteristics of moving from life to physics and from physics to society.
From this lesson, I also summed up the problems that should be paid attention to in the teaching of physical concepts and laws: follow the students' cognitive process, use experiments, effective questions, guidance and discussion strategies to bring students into physical situations and inspire them. Students actively think, arouse students' desire to explore and guide students to explore. At the same time, it is supplemented by related courseware such as the formation of eclipse and eclipse. Finally, the students are guided to classify and generalize the relevant physical phenomena in life, sum up the related physics knowledge, draw the physical concepts and laws, and realize the cognitive process from life to physics.

Part 2: Reflection on the teaching of light communication

In the past teaching, I always first introduced "the object that can emit light is called the light source" and then let the students combine the map to find various light sources, distinguish different categories, and introduce the concept of natural light source and artificial light source. The whole lesson is conceptual teaching. While teaching, students learn to be solid, but they have not achieved the purpose of cultivating students' interest in inquiry and thinking.
When I was teaching in this class, I paid attention to the following three points:
The first is to create a situation of inquiry and stimulate the desire to explore. For example, in the introduction part of the class, the teacher first created a dark environment for the students. Because of the violation of the routine, the students' curiosity was mobilized and the attention was focused on the study of light.
The second is to pay attention to the cultivation of students' hands-on ability. For example, when understanding the light source, the teacher asks the students to find ways to illuminate the classroom with various glowing objects prepared before the class, such as lighting candles, flashlights, matches, etc., so that students can experience the role of the light source in the hands-on activities, causing students to Interest in research on light. Another example is to study the straight line of light, let the students personally repeat the experiment to compare how to make the light of the flashlight shine through the hole of the cardboard to the wall.
The third is to focus on cultivating students' thinking ability. For example, brainstorming in teaching to inspire students to find the light source in life is conducive to stimulating students' divergent thinking and greatly improving students' enthusiasm for learning.
At the same time, I focus on cultivating students' interest in inquiry and innovative thinking, diluting knowledge and allowing students to recognize light sources in perception-seeking-discrimination.
In the introduction part of the class, I first pulled the curtains in the classroom and closed all the light sources, creating a dark environment where the students fumbled into the classroom in the dark. Because of the violation of the routine, the students’ curiosity It was mobilized and focused on the study of "light". At this time, naturally guide students to think of various ways to make the classroom light up, "open the curtains, let the sun come in", "turn on the lights, let the lights shine the classroom." The student perceives the light source. The teacher then makes it possible for the students to find ways to illuminate the classroom with various glowing objects prepared before the class, such as lighting candles, flashlights, matches, etc., so that students can fully perceive the role of the light source in the hands-on activities.
Then the teacher uses brainstorming to guide students to divergent thinking to find various light sources in life. The first is to feedback the mastery of the light source concept, and the second pair of students can train the divergent thinking. At this time, the students' thinking suddenly flooded out like a flood. "Firearms, lanterns, televisions, mobile phones, computers, fireflies, fluorescent lights, lasers..." The students rushed to find dozens of light sources.
Finally, teachers use evaluation methods to motivate students to constantly find, discover, and eliminate non-light sources. Objects such as the moon and mirrors are excluded from the student's discernment and have a clear understanding of the light source.
Looking back at the whole class teaching design, knowledge teaching is no longer the focus of teaching, but students are clearly visible to the light source in life.

Chapter 3: Reflection on the Teaching of Light Communication

The spread of light is the first lesson of the light phenomenon. Students have a more perceptual understanding of light. This lesson is to let students understand the path of light propagation, that is, the way light travels along a straight line, and its related applications. In this lesson, I heard the three conditions of sound, that is, the sound source, the medium, and the human ear, which led to the light. I must first have a light source, the light will spread to the eye, and then some light source objects will be highlighted. The person will shine, and the human eye is not the light source. Let the students understand the concept of the light source and learn the example. Then, let the light travel in a straight line, and demonstrate the light in the air, water and solid, and cite the experiment. An example of using light to travel along a straight line. The whole lesson is basically smooth, and some experimental effects are very obvious. For example, using jelly to demonstrate the spread of light in solids, the emphasis is also emphasized. If the light does not require media, there is no big problem in the whole lesson. Teacher Wu and the teacher of the group, Mr. Luo, gave me some suggestions after listening to my class.
First, some experiments are not effective.
For example, when the light propagates in the air, let the light pass through the surface of the black plate. In fact, it can be clearly seen that the light travels in the air in a straight line, but the students mistakenly believe that the light propagates along the line in a straight line, although the phenomenon is obvious. But the students have misunderstood. So you need to experiment with spray or smoke. When demonstrating the propagation path of light in water, the experimental phenomenon is not obvious enough, and students can't see it completely. Both experiments need improvement.
Second, you need to pay attention to the details.
When the moon is not the light source, the students will say that the moon reflects the sun, not the light, and I have not explained it in detail, so the students with lower degrees may not understand it. For some problems. I can't think that the students will answer it and understand it. In fact, there are still many students who seem to understand and understand.
To take notes in detail, for the example of light spreading along a straight line, after the lecture, there is no blackboard on the blackboard, so in the summary, the students are still difficult to answer, so the notes must be detailed, even if some students can't fully understand, Also remember some.
When I was writing a book, because the blackboard was not enough, but I had to leave some places to draw pictures, the words were not written enough. Some students could not see it. The light in the classroom was too dark. I also forgot to turn on the lights. These are small details. However, it will result in the arrangement of students' lectures and the efficiency of classroom learning. This is also a place to pay attention.
When painting light, because I can't find the ruler, I can draw it by hand. This is a mistake in teaching. It has played a bad role for the students. The light must be painted with a ruler, so that students have this awareness and more. Emphasize.
Third, strengthen the ability to guide students
When the class guides students to answer questions, they can’t ask too difficult questions.
Out, reduce the difficulty. This class is about how people change in the sun from morning to afternoon. When the students change their voices from morning to afternoon, the students can’t answer them at the moment. If they change to the first morning to noon, the sun gradually rises and the shadow changes. Students should be able to use their common sense. Answer it. Some difficult topics should be proposed step by step, gradually guided, and leave enough time for students to think.
According to the suggestions given by the two lecture teachers and the details to be paid attention to, I thought about the reasons for some mistakes in this lesson. It is not enough to consider the problem. Ignore the details. I have to take the ruler because I forgot it for a while. The class was not resolved in time, nor did it emphasize that students should use the ruler to draw light, so they must be fully prepared before class, and some details should be checked repeatedly. On the other hand, it may be a common problem for new teachers. For the content of a lesson plan, I want to complete the teaching task in one lesson. Sometimes the content of the lesson preparation will have some discrepancies with the class, for example, the content of a certain aspect, It may be that the time for completing the teaching plan will be tighter, and there is a fear that some content will be dragged, so there will be a phenomenon of catching classes. Therefore, the explanation of some problems is not detailed enough, and the students are in a state of seemingly incomprehensible to the problem, and the students cannot fully Understand that there is no way to fully grasp the knowledge point, thus affecting the teaching effect. This aspect is also caused by the lack of experience of the new teachers. It is necessary to gradually strengthen the classroom's ability to control and adapt to the situation, and the content that can not be finished remains in the next lesson. The key is whether the students can fully understand that the ability in this aspect needs to be gradually strengthened. In addition, I feel that what I have not done enough at present is the ability to control and understand the students. In the classroom, we must have an understanding of the students' knowledge of the knowledge of the class, in order to be able to know what is in the heart. I still can't fully understand, the next lesson can be supplemented, so I have to know what I want, or I don't know if the students can master the content of the class. The quality of the teaching will be reduced, so when practicing in the classroom. It is necessary to carefully check the situation of students doing the questions and promptly check for missing vacancies.

Chapter 4: Reflection on the Teaching of Light Communication

First talk about what you think is better:
1. Students have learned how to learn the content of this lesson. In the past, they often only introduced things briefly, but I changed the old teaching methods, provided a lot of equipment, gave students the appropriate time, and let them use their own brains. Experience the experimental process, and think about it, to say, to do, to express, to perceive, to explore the physical essence 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 an invaluable role in future experimental research.
2. Fully tap the students' creative potential. Throughout the class, students are always in the state of actively participating in the inquiry. After thinking, they can choose instruments, design experiments, and think of some very creative methods. Explain that students can explore and practice independently. As long as they give them full time and space, they will inspire their innovative potential. Students find problems in the experiment, trigger thinking, and explore the law through experiments. Let students experience the experimental characteristics of physics learning in practice, and thus be tempered by scientific attitude and scientific spirit. Develop preliminary scientific inquiry capabilities, form a scientific attitude that respects facts and explores truth. It is a good time to develop students' scientific attitudes by letting students experience the basic scientific inquiry process.
3, students perform light propagation path, good at hands-on, good at observation, good at thinking, good at summing up conclusions.
4. During the student's inquiry process, the students themselves can choose the chalk to demonstrate that the light entering the water through the air with chalk is not straight, very creative. This shows that students can explore and practice independently. Therefore, as long as our teachers give students full time and space, they will inspire students' creative potential. In addition, the small experiments such as “laser collimation”, “jelly experiment” and “small hole imaging” made by students all pushed the enthusiasm of students' inquiry learning to a climax.
Followed by a lot of deficiencies and areas for improvement:
Reflection 1: Although the atmosphere is more active in the whole class, the tone of the tone is not easy to grasp, and the time is not enough. As a result, there is not enough time in the back. There is no room for students to practice. The time control should be strengthened. Every link in the teaching must be set. And adjust according to the actual situation of the students, so that students can get the most benefit in the effective time, so that this lesson is more complete.
Reflection 2: This lesson is difficult to "explore", because students begin to learn physics, their physical thinking has not yet formed, not to mention the ability of experimental inquiry, so the exploration of this lesson can not be too broad, in the former The links need to be carefully thought out, consider what problems students may have, and then consider how to guide them correctly. When exploring the path of light transmission, due to the differences in the actual operation level and expressive ability of students, it can be considered that teachers and students can work together, and my guessing about students is that they do not give an evaluation in air transmission, but just trace the correct ones. Answer. In this session, I have grasped the time, not doing it neatly, and being so embarrassed that there is no time to explain the phenomena in life and classroom exercises in the straight line of light.
Reflection 3: Explain the solar eclipse, eclipse, small hole imaging phenomenon, life examples when using the straight line of light, as the focus should be the focus, because the previous time compression is not tight enough, the focus is not prominent, some examples of students in life Still not accurately explained.
Reflection 4: In order to consolidate the straight line of light in time, it is also to let students use the straight line of light to better explain some phenomena in life. Because the time is not well grasped, the students' classroom exercises do not have feedback on the practice.
Reflection 5: In the construction of the light model, this lesson does not arrange for students to experience the light painting method. Light is the key to geometric optics, so it should be noted in the future teaching process.
Reflection 6: In addition, I feel that no matter what form of instruction is used, for physical experiments, I feel that I can use it without the use of courseware, and use real experiments as well. During the class evaluation, my colleagues pointed out my shortcomings and put forward a few very pertinent suggestions. They are very impressive and must be overcome as much as possible: the transition of knowledge points is unnatural; the path of light transmission has students guessing that it is not spread in the air. To evaluate, the results are based on their own goals; students should develop the habit of taking notes; the experiment of small hole imaging can be improved to reduce the interference of ambient light to make the image clearer, and it is better to directly look at the scenery outside the window; Or let the students do it themselves; the teaching rhythm is not compact enough, the process of reading the text and the basic concepts of the memory needs to be given to the students, giving some time for the students to memorize the basic concepts and laws; the examples can be talked less or in the way of homework or after-school thinking. .
The words of the teachers are very pertinent, and I myself feel that these places really need to be improved.
All in all, if you want to reduce the difficulty of your class, you should know in time what difficulties students may have in learning each lesson, and actively think about what teaching methods can be used to make it easy for students to solve these difficulties. If you want to mobilize the students' enthusiasm for learning, the teacher must have a great enthusiasm and fully participate in the classroom with full spirit.

Part V: Reflection on the Teaching of Light Communication

Teachers and students work together to create a hand-shadow game, which introduces a light source, which is natural and intimate. It not only activates the atmosphere of the classroom, but also mobilizes the interest of students to learn. Play some pictures of light sources for students to enjoy, let the students feel the beauty of light. Touching people, feeling the meaning of light in real life, educating students to love science and cultivate their positive emotions. Guide students to classify the listed light sources differently, give students a broad world, let students carry out divergent thinking, fully embody the spirit of the new curriculum reform.
The problem is the movement of thinking, which is the starting point of inquiry. Only when people discover and raise problems, will they actively and seriously think and try to find ways and means to solve problems. For the teaching of light along a straight line, the scene creation is initiated from the beginning, inspiring the students to discover and ask questions, then the teacher guides and screens, and then lets the students clear the direction of the inquiry, and explore with purpose and plan. In the process of inquiry, students can develop rich imaginations, and fully mobilize the initiative and creativity of students' thinking through conjecture, formulating experimental plans, designing experiments, conducting experiments, analyzing and demonstrating, and evaluating students. For the application of light along a straight line, let students experiment with their own experience to spread light along a straight line, using physical laws to solve practical problems, not only let students experience the fun and usefulness of physics, but slowly form from life to physics, from physics to society. The concept also allows students to apply physics knowledge to life practice through operation, so that students are always in an excited and lively state in the classroom, experience the joy of success and improve students' self-confidence.
The knowledge of processing speed of light is different from the traditional teaching mode. Traditional teaching emphasizes knowledge transfer too much. In this lesson, we start from the reality of life, ask questions, grasp the students' thinking, let students participate in learning independently, and solve the problems raised by teachers. Therefore, students can acquire knowledge and make students apply what they have learned. It better reflects the standard concepts and curriculum objectives of the new curriculum. It pays attention to students' inquiry activities and puts the study of scientific inquiry and the study of scientific content in the same position; Pay attention to students' interest in learning and guide students from life to physics and from physics to society.
Leave the content of the scientific world to the students to read in their own lessons, let the students understand the natural world with the knowledge of the speed of light, understand some astronomical knowledge, understand the largest unit of length - light years, to broaden their knowledge; The "small hole imaging" experiment in "Thinking and Doing" allows students to learn scientific knowledge and experience the joy of success in simple small production, while exercising students' hands-on ability and ability to solve problems using physical laws. Made some preparations for the study of the camera.