Instructional design of physical density ⅰ. Basic objectives of curriculum standards
(1) knowledge and skills:
1. Know the nature of matter. Understand the physical meaning of density.
2. Solve simple practical problems with density knowledge.
3. Record experimental data, know simple data processing methods, and write simple experimental reports.
(2) Process and method:
1. experimental inquiry activities, find out the relationship between the mass and volume of the same substance, and form a preliminary information processing ability.
2. The scientific thinking method of defining the concept of density with the invariance of the ratio of mass to volume of the same substance (the essential characteristics of matter).
(3) Emotion, attitude and values
1. Through inquiry activities, the understanding of material properties has been expanded.
2. Cultivate students' awareness of cooperation with other students in activities.
3. Experimentally explore and solve simple practical problems with density knowledge, and have the consciousness of applying science and technology to daily life and social junior high schools.
Second, the teaching background analysis
1. teaching material analysis
? Density? It is a very important concept in junior high school physics teaching. Because the concept itself is abstract, students' perceptual knowledge is insufficient, and the concept of density is also a difficult point in junior high school physics teaching. The knowledge and application of density often become the differentiation point for students to learn physics. The discussion and research of density teaching has always been paid attention to. But, in? Receive teaching? Mode, but it is more difficult to effectively solve the difficulties encountered in teaching practice. Modern teaching theory holds that the central link of learning science is inquiry, and inquiry teaching is an effective way of science teaching in middle schools. Recently, the Ministry of Education promulgated a new science curriculum standard for compulsory education. One of its most remarkable characteristics is that it clearly puts forward the target requirements of inquiry teaching. This paper attempts to explore the teaching design of density concept. Density knowledge is one of the basic knowledge of mechanics, and it is also important to understand pressure and buoyancy. So this section is the focus of this chapter, and it is also to prepare the necessary knowledge for the following chapters. As far as the course arrangement is concerned, this section will be divided into two classes.
2. Analysis of teaching resources
(1) Find some relevant information on the Internet with the illustrations in the textbook.
(2) The method of using multimedia to demonstrate and analyze the experimental results with images.
(3) Tap students' creative potential and bring some experimental materials.
3. Analysis of students' learning background
(1) students, right? Density? This noun is strange, but it has a certain meaning? Dense? And then what? Light or heavy? Know each other.
(2) Due to the conflict between the new curriculum concept and the concept of exam-oriented education, students still have some inadaptability to the inquiry teaching form.
(3) Grade eight students have certain induction and analysis ability, and can induce simple physical phenomena and draw preliminary conclusions, but their ability to collect and analyze experimental data by image method is weak.
Third, teaching focuses on difficulties.
1. Key:
(1) Experience the general process and methods of scientific inquiry, and learn to draw conclusions and laws in this process.
(2) Learn how to collect, sort out and analyze experimental data with images.
(3) Solving simple practical problems with density knowledge.
2. Difficulties:
(1) Learn the method of collecting, sorting and analyzing experimental data with images.
(2) Using density knowledge to solve simple practical problems.
Fourth, teaching tools and experimental equipment
1. balance of laboratory preparation (including weight)-students work in groups.
2. Students should bring their own measured objects, square erasers, knives and scales.
3. Two sets of cylinders, 10cm3.
4. Teachers make their own courseware.
The handling and design of verb (verb's abbreviation) investigation activities
1. This section first explores with experiments- The relationship between mass and volume of the same substance? Carry out teaching, then summarize and analyze the concept of density, and finally solve simple practical problems with density knowledge. In teaching, instead of emphasizing the whole process of scientific inquiry, we emphasize? Design experiments? 、? Conduct experiments and collect evidence? 、? Analysis and demonstration? 、? Evaluation? And other elements. Because of the foundation of mathematics, image method is still difficult for students, and courseware will be used to break through this difficulty in teaching.
2. Prediction and treatment methods of possible situations in inquiry activities:
(1) Because the calibration error of experimental materials may be large, the error of students' experimental data will also increase.
(2) Students may not be able to express images as? Proportion? Relationship.
(3) It may be difficult for students to understand? Proportion? Relationship.
(4) There are experimental methods and phenomena that the teacher did not expect.
3. The exploration of matter is too single.
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