Reflections on the Teaching of Circuit Breakdown (General 5) 1 At the beginning of the class, I first showed a correctly connected circuit to let students talk about how the current in the circuit flows, and then I showed a faulty circuit to inspire students to think about why the light bulb doesn't work, thus stimulating students' interest in inquiry. Then I first guide the students to check whether there is any problem with the connection of the circuit, and then after eliminating the connection problem, let the students guess the reasons why the small light bulb doesn't light up and list them one by one. Next, we need to make a circuit detector to detect where the fault occurs. The production of the circuit detector is relatively simple, with instructions and pictures in the book, and then students should know the precautions during the test.
To detect the battery in the fault circuit, first take out the battery in the fault circuit, put it in the battery box of the circuit detector, connect the wires at both ends of the circuit detector, and observe whether the small light bulb is on; Electrical components such as wires and small bulbs in the fault detection circuit should be in direct contact with both ends of the circuit detector.
In the experiment, I noticed that the students did not pay attention to the direct contact with the two ends of the wire when they contacted the two ends of the circuit detector with the connection point of the small light bulb when detecting the small light bulb. As a result, they found that the small light bulb in the circuit detector was on, and the detected small light bulb was not on, so the students became suspicious. I asked the students to test it again carefully and found the problem.
Science education in primary and secondary schools in the new curriculum advocates "learning by doing", the essence of which is to develop the learning habit of "using your hands and brains" through scientific learning. You can discover by doing, experience by doing, and realize by doing. "Using hands" is just a means, and learning to use your head is the real purpose. Pupils are often willing to start work, but they are not good at using their brains. Therefore, science education should cultivate students' learning habit of combining hands and brains, guide students to carry out scientific inquiry activities purposefully and consciously, and make clear the purpose of hands-on operation, the problems to be solved, predict the possible results, and make experimental plans, that is, think before hands-on. In activities, students should be reminded to use multiple organs, such as hands, brain, eyes, nose and ears. They should catch the subtle changes of things in time, be good at analyzing the causes of phenomena and abstract the essence of things from intuitive images.
In the process of scientific inquiry, students often can't get the expected conclusion, or even the conclusion is biased, which makes them lose their interest and confidence in further inquiry, and they are not in a hurry to deny and correct their mistakes, because reaching a distinctive conclusion is a good opportunity for explorers to reflect on their knowledge. It is not necessarily a bad thing for students to experience failure in inquiry. If teachers can positively evaluate students' inquiry spirit with appreciation, patiently guide students to examine and reflect independently, carefully analyze the reasons for failure and repeat experiments. For example, when students are connecting circuits, small light bulbs often go out. At this time, teachers should not rush to help students find circuit faults, but encourage students to discuss and analyze what factors may cause the small light bulb to go out. Students will analyze many reasons with interest, such as: the battery is dead; The line is not connected well somewhere; The filament of the small bulb is broken; The two batteries are connected in reverse; Incorrect switch connection or loose switch connection; The two wires connecting the light bulb are short-circuited together and so on. Then according to these possible problems, check the line and find out the problem. Students benefit greatly from this treatment of "failure", because a strong spontaneous reflection on the process can stimulate students' desire for knowledge, courage to do things, agility to do things and wisdom to think. Therefore, in science education in primary schools, teachers should guide students to form learning habits that are good at summing up and reflecting, treat "failure" correctly, make it an opportunity to gain exercise and development, and let students benefit from both success and failure through summing up and reflecting.
Reflection on Circuit Fault Teaching (5 General Theories) 2 Today is the last lesson of Circuit Fault. After six classes, I have been constantly reflecting and improving. But generally speaking, because the experimental materials (circuit components) in students' hands are basically good, it is difficult to find the open circuit components when using the circuit detector to detect the circuit. There is a certain gap with the expected teaching effect.
In the last lesson of "circuit failure", I thought everything would be completed smoothly and there would be no accidents. (After all, six classes have been finished, and there have been many runs-in between presupposition and generation), but there are still times of "failure". These two failures are good resources, which make me and my children gain a lot.
1, educational resources
When I asked the group to cooperate in making a circuit detector, I found that two male students in Group A ran to the nearby Group B, leaving only two female students in Group A, and Group B was a bit crowded. I went over and said with a smile, "Hey, are you two traitors and sons of bitches? Still can't stay at home? " The two boys looked at me and shyly retreated to their group. I said casually, "Come on, hurry up. If the four of us work together, we will succeed soon. " After that, I visited other groups. After coming back, the two boys went to Group B to watch the fun again. I didn't say anything, because the children's circuit detectors have been completed. Back on the podium, I praised the efficient cooperation team. "Just now, the teacher found that the cooperation of Group C is the most effective, and the first one has the best circuit detector. Then the four of them immediately sat down tacitly. Do you know why their group is the fastest and best? " "They cooperated well." Several children answered. "Yes, because they cooperate well, they are United and know a reasonable division of labor, instead of going their own way." I paused and continued: "Just now, two female students in Group A did well, too. Although only two people cooperated, they moved quickly and did a good job. The other two boys are too energetic to be quality supervisors in other groups. And did a good job. But the teacher has a suggestion. Please remember that we should finish our task first, and then we will have the energy to help others. What do you say? " I looked at the two boys, and they bowed their heads in embarrassment.
2. Curriculum resources
When using the circuit detector, I asked the children to use the circuit detector made by their own group to detect the circuit components in their hands. Students in Group D raise their hands to ask questions when they find problems in the operation. "Teacher, when we just tested this battery, the small light bulb was still on. Why did we test it again, but the small light bulb didn't light up? " Said, and also specially operated it again for me to see. By this time, most of the children had finished the exam, so I went to the podium and threw the question to the children. The children were at a loss, so I operated it again. The sharp-eyed child understood the clue and quickly raised his hand: "Teacher, I know, they installed the battery backwards." So I asked my children to go to the podium and demonstrate it again, which verified my statement. The children understood at once. My knowledge point has also been solved. I praised Group D in time, because they not only found the problem, but also actively explored the reasons. Of course, it would be better if they could solve the problem independently.
This last class was really unexpected, but it was also very good. It provides such a good resource for me and my children. I have to thank this "problem"!
Reflections on the teaching of circuit faults (5 general theories) 3 The focus of this lesson is to let students use circuit detectors to detect and eliminate faults in circuits. Through exploration activities, we can further understand the principle of the circuit. The circuit faults in students' group experiments are all preset by me before class, and some are wire problems, such as the copper wire inside is broken and the plastic sleeve is not peeled off from the connector; There are some problems with the lamp holder, for example, the wire of the lamp holder has fallen off and the lamp holder is broken; Some are light bulb problems, for example, the light bulb is broken and the light bulb is not tightened; Some are connection problems ... In teaching, what I didn't expect was that many students found problems at the beginning of the experiment and quickly ruled them out. They didn't realize that this was a problem that the teacher deliberately set for them, so they shouted "There is nothing wrong with our group" and didn't check it step by step according to my ideas.
How should a teacher feel in this situation? Is it because the students disrupted the teaching order and did not follow the teacher's teaching intention, which turned the experimental inquiry that should be full of suspense into a boring hands-on operation, or is it because the students are smart? I think, from the perspective of classmates and teaching effect, it should undoubtedly be the latter. Students can see the faults in the circuit at a glance, which shows that they have mastered the basic knowledge and connection essentials of the circuit, indicating that the previous class has achieved good results, or that they have mastered this part of knowledge in daily life. Then, teachers don't have to spend too much time instructing students what they have mastered. However, is this exploration experiment over? No, not yet, because students haven't learned how to use circuit detectors to detect faults in circuits. But the fault in the original circuit has been eliminated, what should I do? So I changed a way for students to assume that there is a problem in one link of "lamp holder, light bulb and wire" and how to detect it with circuit detector. In this way, students have mastered the essentials of detecting circuit faults with circuit detectors through hands-on operation.
In a class, when something unexpected happens before class, as teachers, we should adjust our teaching plan in time. As long as we focus on the key points of teaching and focus on students' learning, our teaching will really become effective and our classroom will become a favorite classroom for students.
Reflections on the teaching of circuit faults (5 general theories) 4 The scientific concept of this course is
1. Lighting a small light bulb with electricity requires a complete circuit;
If the circuit breaks down, the current will be interrupted.
The objectives of the survey are
1. can be used as a circuit detector.
2. Circuit detector can be used to detect and eliminate faults in the circuit.
Children in both classes can try to guess what may be wrong with the circuit and write it down in the activity book. In the detection process, I still choose to demonstrate the operation first, and the students will detect the circuit fault. What needs to be explained here is that the teacher should collect the battery boxes that are not too bad, the broken light bulbs, the insensitive wires and the batteries with low power in advance. The latter three are easy to find here, and it is also interesting for students to find faults this time. But it took 6-8 minutes to demonstrate the test operation, which is too long. Although it is for the normal operation of children, I wrote a reflection here, thinking, perhaps, the demonstration operation should be recorded as a micro-lesson? Let the children watch it twice. We need to rethink here.
Reflections on the teaching of circuit faults (5 general articles) 5 The focus of this lesson is to let students use circuit detectors to detect faults in circuits and eliminate them. Through exploration activities, we can further understand the principle of the circuit. The circuit faults in students' group experiments are all preset by me before class, and some are wire problems, such as the copper wire inside is broken and the plastic sleeve is not peeled off from the connector; There are some problems with the lamp holder, for example, the wire of the lamp holder has fallen off and the lamp holder is broken; Some are light bulb problems, for example, the light bulb is broken and the light bulb is not tightened; Some are connection problems ... In teaching, what I didn't expect was that many students found the fault at the beginning of the experiment and quickly eliminated it. They didn't realize that this was a fault set by the teacher on purpose, so they shouted "There is no fault in our group" and didn't detect it step by step according to my idea.
How should a teacher feel in this situation? Is it because the students disrupted the teaching order and did not follow the teacher's teaching intention, which turned the experimental inquiry that should be full of suspense into a boring hands-on operation, or is it because the students are smart? I think, from the perspective of students and the actual effect of teaching, it should undoubtedly be the latter. Students can see the faults in the circuit at a glance, which shows that they have mastered the basic knowledge and connection essentials of the circuit, and that the previous class has achieved good results, or that they have mastered this part of knowledge in daily life. Then, teachers don't have to spend too much time instructing students what they already know. However, is this exploration experiment over? No, not yet, because students haven't learned how to use circuit detectors to detect faults in circuits. But the fault in the original circuit has been eliminated, what should I do? So I changed a way for students to assume that there is a problem in a link of "lamp holder, bulb and wire" and how to detect it with circuit detector. In this way, students have mastered the essentials of detecting circuit faults with circuit detectors through hands-on operation.
In a class, when something unexpected happens before class, as teachers, we should adjust our teaching plan in time. As long as we focus on the key points of teaching and focus on students' learning, our teaching will really become effective and our classroom will become a favorite classroom for students.