General requirements of teaching plan

The compilation of teaching plans should focus on the purpose and task of education and teaching, starting from the characteristics of physics teaching in middle schools. Specifically:

(1) requires that the teaching plan should be based on the syllabus and teaching materials, with clear objectives and appropriate requirements.

For example, when organizing teaching materials, choosing teaching methods and designing teaching plans in junior middle school physics class, we should proceed from students' reality and step by step, and we should not raise teaching requirements at will. It is necessary to avoid influencing students' understanding of the basic content because of excessive pursuit of narrative rigor, thus forming teaching difficulties. For example, the existing textbooks have low requirements for the calculation of "buoyancy" and the calculation is not complicated. However, there are many types of "buoyancy" problems, and the solutions are flexible. The requirement of analytical ability is quite difficult, which is a great leap compared with the previous chapters. Therefore, when writing a lesson plan, the teaching requirements must be appropriate. "It is best not to let students do those artificial difficulties and comprehensive problems here" is the original intention of the editor. New teachers should pay special attention to the depth and breadth, otherwise it will not be conducive to improving the teaching quality in a large area.

(2) When writing lesson plans, we should handle the relationship between teaching and learning.

Teaching process is a process in which students integrate what they have learned into their own cognitive structure under the guidance of teachers. Therefore, compiling teaching plans is not listing knowledge, but designing teaching methods and learning methods and handling the relationship between teaching and learning. First, teachers should create a good physical situation, so that teachers and students can be in the same situation, ask questions, sum up laws and solve problems through exploration. Second, teachers should study how to design thinking procedures and key points to inspire and inspire students. For example, in the teaching of Newton's first law, teachers should first arouse doubts with Aristotle's point of view, and focus on inductive reasoning, analysis and comparison: cars in textbook 3? What are the similarities between the three different motion phenomena on the horizontal plane shown in Figure 5? Why do cars move on different planes and keep different distances? Focus on generalization and guide students to naturally draw Newton's first law in "scientific abstraction".

(3) Require the combination of teaching and educating people.

The teaching plan should not only pay attention to imparting the basic knowledge and skills stipulated in the syllabus, but also pay insufficient attention to developing students' intelligence, cultivating students' ability to use what they have learned flexibly to solve practical problems and ideological education. This is unplanned. In the process of compiling teaching plan, ideological education and ability training should be brought into knowledge teaching in a planned way.

(4) It is required to pay attention to the characteristics of physics and strengthen experimental teaching, which is determined by the characteristics of physics and students' cognitive laws. When designing teaching plans, we should make full use of experimental means and give full play to the role of representation. We can't form physical images in our minds and reproduce physical processes, which is often the main reason for the formation of teaching difficulties. Therefore, we should attach importance to physical experiments and try our best to show the physical process through physical experiments in teaching. Giving full play to the role of images formed by experiments is of great benefit to the formation of physical concepts and the understanding of physical processes. Demonstration experiment is the main way to provide perceptual materials in teaching, and doing demonstration experiment well is a main link in teaching. What is the purpose of the experiment in the lesson plan? What are the functions of various instruments? What are the main observation contents that students are required to observe? How to observe? When to ask questions, and so on, so as to achieve clear experimental purpose, reasonable procedures and clear focus.

(5) Require complete links, reasonable structure, clear thinking, appropriate simplification and scientific time allocation, so that teaching plans can really play a guiding role in classroom teaching activities.