Junior high school physics teacher's teaching work plan 1
This semester, I will continue to work in Class 3468, Junior Three. This is the last semester, and we are about to face the senior high school entrance examination. I will conscientiously implement the teaching of schools, teaching research groups and lesson preparation groups, carry out teaching research, closely focus on improving classroom teaching efficiency, pay close attention to the implementation of teaching routines, continue to participate in new physics curriculum standards, new learning and training, change educational concepts, change teaching methods, further strengthen subject research, and comprehensively improve my own quality.
I will do a good job in physics teaching and research, teaching reform and training based on action research, seeking truth and being pragmatic, and make achievements.
I. Work objectives
1, improve the classroom research atmosphere. Through the study of various classes, we can guide and improve our classroom teaching ability, study the factors that affect classroom teaching, maximize classroom teaching efficiency, and actively learn from our group how to evaluate classes, how to identify effective classes, and how to evaluate and test classroom teaching efficiency (including how to make propositions).
2. Carry out relevant training to improve personal teaching and scientific research ability faster. Regularly study and train the new curriculum concept, highlighting case training and relevant training on how to carry out research.
3. I am facing the mid-term exam this semester. How to practice and comment effectively is a key issue I am exploring at present, hoping to explore some teaching modes suitable for our group.
4. Take an active part in the activities of the lesson preparation group, and initially set up a subject-based physics teaching resource library, focusing on the construction of lesson preparation and practice resources.
Second, the focus of work:
(A) to carry out relevant training work to improve my teaching and scientific research ability faster.
1. Learn and train the new curriculum ideas regularly. This semester, we will focus on learning physics curriculum standards, effective classroom teaching strategies under the new curriculum concept, how teachers do tasks and other materials of curriculum reform, and use these theories to guide the usual classroom teaching.
2. Strengthen case training, such as how to write teaching, teaching cases, teaching, etc. , and how to carry out relevant training on subject research.
3. Actively participate in the theoretical study of teachers in the group and participate in the paper writing organized by other parties.
(B) to enhance the classroom research atmosphere
Through the study of various classes, we can guide and improve our classroom teaching ability, study the factors that affect classroom teaching, maximize classroom teaching efficiency, and actively study and discuss with our teachers how to evaluate classes, how to identify effective classes, and how to evaluate and test classroom teaching efficiency (including how to make propositions).
(C) the construction of teaching resources
Actively participate in the activities of the preparation group, and initially built a subject-based physics teaching resource library. On the one hand, it collects the theoretical and practical materials of physics teaching (including typical case sets and supporting exercises), on the other hand, it sorts out the teaching materials of physics (including special classroom videos, developed school-based courses, classroom design schemes with the characteristics of our school, especially the systematic and expanded practical materials accumulated by the preparatory group).
Third, specific measures:
1. Make a personal work plan at the beginning of each semester, with clear goals, clear responsibilities and effective measures.
2. Conscientiously implement the teaching routine, and put forward the following requirements for preparing lessons and attending lectures: Specific requirements for preparing lessons: (1) Study and prepare detailed cases, with prominent contents and solving difficulties. Focus on how teachers guide and learn knowledge, rather than introducing in detail how teachers impart knowledge to students. (2) Strengthen the collective lesson preparation with the teachers in this group, and achieve "three decisions": timing, content, center spokesperson, attending classes, and actively listening to the teachers in this group.
3. Be a good teaching material analysis. In-depth interpretation and analysis of teaching materials, from unit structure analysis to each class hour analysis, to study effective teaching methods.
4. Improve the way of correcting homework and ensure the quality of correction. For underachievers, we can advocate face-to-face criticism, evaluate homework and give targeted criticism and praise, thus promoting students.
5. Regularly participate in the teaching situation analysis, exchange and discussion activities of this group, find out the weak links in each stage according to the characteristics and grade differences of students in each class, and carry out targeted compensation exercises to reduce the poor students in each chapter. Practice as uniformly as possible. In the analysis of each class hour, we should carefully combine, screen and change what kind of classroom exercises and after-school exercises my students are equipped with.
6. Actively participate in various forms of observation classes. Give a good demonstration class or teaching research class every semester to explore ways and means to improve classroom teaching efficiency.
7, cooperate with the school to do a good job of stage examination proposition, marking and paper analysis.
8, seriously carry out the quality inspection and analysis of students. Conduct unified quality monitoring, analysis and comparison of each unit, and adjust teaching strategies in time.
Junior high school physics teachers' teaching work plan II
I. Objectives and requirements
Pay attention to students' development and face all students. The concept of the new curriculum standard aims to improve the scientific quality of citizens in an all-round way, pay attention to the development of students, and enable students to acquire the interest, habit and certain learning ability of lifelong learning.
Second, the general idea:
Continue to carry forward the spirit of group cooperation, actively explore teaching methods, and go deep into classroom teaching for research. Strengthen understanding and communication with students, attach importance to stimulating students' interest in learning in the teaching process, and actively promote group cooperation teaching.
Third, specific measures:
1, carry out seminars and prepare lessons collectively, and the classroom benefit will reach a new high.
Adhere to the weekly collective lesson preparation work, pay attention to focusing on problems and establishing themes in collective lesson preparation. Each topic has a central speaker to implement the content, key points and difficulties of collective lesson preparation, the design of teaching process and the utilization of resources. Form a special person to teach, * * * enjoy resources, each teacher participates in discussion and exchange, finds out his weak points or confused points in teaching, gives full play to each teacher's personal advantages, and forms a lesson plan approved by the whole group. In the teaching process, the unexpected problems in the discussion were studied and solved in time, which not only provided experience for teachers who had never attended classes, but also reduced detours, improved the effectiveness of the classroom and accumulated experience, and also provided reference for the teaching of similar topics in the future.
2. Cultivate students' cooperative spirit and actively and steadily promote group cooperative teaching.
3. Strengthen the "shift" in the group, listen to each other, learn from each other, learn from each other's strengths and make progress together. Teachers in the group listen to each other and follow up the consultation. Timely point out the effect of classroom practice and the shortcomings found in lectures, and put forward further improvement plans for new problems. Affirm and draw lessons from good teaching methods, means and measures in time.
4. Strengthen teaching reflection, accumulate experience and improve professional level. This semester, our lesson preparation group will carry out teaching reflection activities, and we will participate in opinions and study course types and teaching methods.
5. Master the teaching progress. On the premise of not affecting the classroom efficiency, we should strive to promote the teaching progress appropriately in order to gain the initiative of all kinds of unified examinations this semester and the work next semester.
6. Pay attention to the daily management of teaching. On the basis of grasping the quality of preparing lessons, strengthen the management of homework, correcting and standardizing students' writing format. Put the quality of students' learning into practice, promote the formation of students' habits and promote the formation of a good style of study.
7. Do a good job in the proposition, marking, analysis and evaluation of unit test papers and monthly test papers.
Fourth, the analysis of learning situation:
This semester is short and the task is heavy. We should pay attention to teaching methods, improve classroom efficiency, teach students in accordance with their aptitude, and let students develop and progress on the original basis.
Verb (verb abbreviation) specific arrangement:
(1) The new textbooks and new curriculum standards require students to do experiments this semester.
1, measure current with ammeter.
2. Measure the voltage with a voltmeter.
3. Connect simple series circuit and parallel circuit.
4. Explore the relationship between current and voltage and resistance.
5. Explore the direction of the external magnetic field of the energized solenoid.
6. Explore the conditions of induced current when a conductor moves in a magnetic field.
7. Measure the electric power of the light bulb.
The teaching work plan of junior middle school physics teachers 3
First, the teaching objectives
The main task of the second semester of physics in the second grade of junior high school has five units, which introduce motion and force, common optical instruments, pressure and buoyancy, machinery and work respectively. After the textbook reform, the goal is to cultivate students' interest in physics, inspire students' thinking and cultivate students' enthusiasm and initiative in learning. How is physics closely related to society? Students should apply what they have learned to practice. In addition to imparting knowledge, students should also be educated in ideology and morality. This semester, the teaching of physics in the second day of junior high school strives to improve the average score, excellent rate, passing rate and various rankings.
Second, the classroom situation analysis
The students in Class 3, Grade 2 are generally disciplined in class, but their understanding ability is not strong enough and they are not active enough to answer questions.
The students in Class 3 of Grade 3 are well disciplined and active in class, and can adapt to the new teaching materials, but they also lack the initiative in learning.
Generally speaking, the enthusiasm and initiative of students need to be strengthened, and ideological work needs to be done for students.
Third, specific measures.
(1) Do a good job in regular education.
1, carefully study textbooks and teachers, prepare lessons carefully, have a good first class, carefully correct homework, encourage students to ask questions, and patiently explain to students. Prepare lessons, attend lectures and summarize after class.
2. Actively participate in teaching and research activities, absorb the teaching methods of experienced physics teachers, ask them more questions, and strive to find better and more suitable teaching methods for students.
3. Strengthen reading, learn more about news and new technologies, share them with students in the teaching process, and improve students' interest in learning physics.
4. Optimize classroom teaching, be strict in discipline, actively carry out physical experiments, demonstrate more experiments, stimulate students' curiosity, and make students dare to discuss, think, observe and do more.
(B), basic knowledge teaching
1, the new textbook requires students to master very few basic knowledge points, so the explanation of knowledge in class focuses more on the analysis and understanding of phenomena.
2. Summarize, summarize and analyze all the knowledge points, and test each chapter in the book, so that students can understand and accept the teaching content more easily.
3. Fully mobilize students' learning enthusiasm, actively participate in classroom teaching, and improve the teaching effect.
(3) Teaching experiment
1, classroom experiment demonstration: prepare the experimental equipment before class and do the experiment demonstration first to test the feasibility of the experiment and ensure the success of the classroom experiment.
2. Student experiment: Make clear the experimental requirements with students before class, so that students can understand the purpose of the experiment and carry out the experiment smoothly. Cultivate students' practical ability, thinking ability and observation ability. After the experiment, check the students' experimental books, see the students' experimental results, find problems from them, and see if the students have mastered the experimental methods and understood the knowledge they have learned.
(4) Emotional education
Conduct moral education, safety education and environmental education in the teaching process, strengthen students' environmental awareness, link what they have learned with social reality, and improve students' ideological height. First of all, we should not expect too much from students, but understand their practical abilities. Although the teacher chewed the heavy content slowly and passed the key content, the students still didn't go back to digest it, resulting in two poles of grades. To alleviate this phenomenon, we should start from three aspects: first, the state should pay attention to the input of junior high school physics teaching conditions and create good conditions to cooperate with the reform of teaching materials; Second, teachers should work hard on weak links such as teachers' teaching and students' learning; Third, help underachievers to strengthen the consolidation of knowledge.
Junior high school physics teachers' teaching work plan 4
Physics is a natural science based on observation and experiment. All its phenomena and laws come from life and production practice. All novel and interesting experiments and strange phenomena can arouse students' interest and stimulate their thirst for knowledge, which is an important method to guide students to explore the laws of physics and learn physics knowledge well. Physics experiment teaching has its own characteristics, which is different from intuitive theoretical teaching and must be guided by theoretical teaching. The success of classroom experiment teaching directly affects the teaching effect, so physics experiment plays a vital role in physics teaching.
First, about the teaching of demonstration experiment
"Demonstration experiment generally refers to the experiment conducted by teachers in cooperation with the teaching content in the classroom." Demonstration experiment is to provide necessary perceptual materials for students to learn physical concepts and laws, and it is an important way to cultivate students' observation ability. It plays an exemplary role in students' experimental operation and learning of experimental methods, and helps students deepen and consolidate the physical concepts and laws they have learned, thus improving their interest in learning physics. Therefore, the teaching of demonstration experiments should meet the following requirements:
1, the demonstration experiment must be successful first.
The direct purpose of demonstration experiment is to copy physical phenomena, let students witness or feel the effect of physical phenomena with their own eyes, and tell students the methods to produce this phenomenon. Only by ensuring the success of the demonstration can the goal be achieved. There are many factors that determine the success of the demonstration. First of all, we must master the principle of the experiment and grasp the key. For example, in the demonstration of "paper cup holding water" in the atmospheric pressure part, when the paper covers the cup mouth, no air can enter, which is the key. Another example is to demonstrate the existence of inertia in the "inertia" section. Drawing paper quickly is the key. If the demonstration is not successful, students will be disappointed, distrust the teacher's explanation and lose interest in learning.
2, the demonstration phenomenon must be obvious, intuitive and visible.
The purpose of demonstration experiment is to make students have a clear understanding of physical phenomena. Let the class watch the demonstration experiment and see it clearly. Therefore, the phenomenon of demonstration must be clear, intuitive and visible. The instruments used should be large enough and sensitive. The instrument should be placed at a certain height so that the whole class can see it clearly. When individual experiments can't meet the above requirements, students "representatives" should be allowed to observe closely, and then the "representatives" will make on-site reports. For example, this method can be used in ice melting experiment, and it has been proved to be effective. In teaching, there may be several demonstration experiments in a class, so it is necessary to highlight the importance of each experiment, such as not taking out instruments that are not used for the time being, so as not to distract students. For the unobvious phenomena, we can use the methods of setting the background and demonstrating, so that students can observe the obvious and clear phenomena as much as possible. For example, in the experiment of observing the rise or fall of the water level in the pressure gauge, the water can be dyed red, and a white screen with horizontal lines is lined behind the U-shaped tube as the background. For example, when demonstrating the magnetic field of a magnet, slide projection can be used to let students have a deep understanding of the magnetic induction line.
3. The demonstration equipment should be simple in structure, easy to operate and simple in reasoning.
The demonstration experiment is simple and easy to operate, and the conclusion reasoning is simple and easy to be accepted by students. For example, when talking about "friction electrification", students can rub their plastic pencils on dry hair to attract light and small pieces of paper; For another example, in the experiment about "What are the factors related to the role of stress", students can use a sharpened pencil, hold the pencil with their thumb and forefinger, and exert force at the same time. It is easy for students to draw the conclusion that "when the pressure is the same, the smaller the stress area is, the more obvious the effect of pressure is". For another example, in the experiment to verify the existence of "atmospheric pressure", students can put an ordinary drinking glass on their mouth, and the phenomenon that the glass does not fall after inhaling proves the existence of atmospheric pressure. In this way, it is simple and easy to explain physics problems with small things around students, and it can also arouse students' interest. Let them feel that they are living in natural science, and they are surrounded by physical knowledge, which enhances their intimacy and makes them easy to accept knowledge and use the physical knowledge they have learned to analyze and study things around them.
Second, about the teaching of students' grouping experiments.
"Students' grouping experiment is a practical activity for students to observe, operate and think independently under the guidance of teachers. It is an important teaching form for students to acquire knowledge, train skills and cultivate good quality. " Therefore, to do a good job in group experiment teaching, we must first cultivate students' good experimental literacy and habits. Junior high school students are young, weak in self-control and have no experimental basis. Some even think that experiments are just for fun, and students' experiments are difficult to organize and the effect is not satisfactory. Therefore, students should be required to:
1, the preview content must be completed before the experiment.
Experiment preview is the premise to ensure students' correct operation and obtain correct results. Through the preview before the experiment, students have a correct understanding of the experimental principles, methods, steps and the use of instruments. Only in the process of the experiment can their thinking be clear and their purpose be clear, thus improving the experimental quality.
2. After entering the laboratory, students must be required to sit at the corresponding experimental tables according to the divided experimental groups, and no changes should be made to the equipment.
Students should be asked not to speak loudly during the experiment.
Students can be asked to raise their hands to ask questions if there are any abnormal phenomena during the experiment. In the course of the experiment, teachers should tour to guide and correct the problems in time. We should affirm and praise good practices in time, discuss and analyze typical experimental mistakes with the whole class, and keep the experimental class in an atmosphere of exploration and discussion all the time.
4. After the experiment, students are required to arrange the equipment, process the experimental data in time and fill in the experimental report. The processing of experimental data is an important step for students after experimental operation. Students analyze and process the measured data and make reasonable conclusions, so as to cultivate the ability of analyzing and solving problems. Through experiments, it is found that some students can't get the correct experimental conclusions because of the large error of experimental data, so there will be the phenomenon of fabricating data or calculating data according to regulations. We must criticize the findings of these phenomena, help them rearrange their experiments in time, and find out the reasons for their excessive errors. In the experiment, students are required to respect the facts, record them truthfully and develop a scientific attitude of seeking truth from facts.
Junior high school physics teachers' teaching work plan 5
First, teaching material analysis
Starting from the requirement of improving students' quality in an all-round way, the textbook should appropriately strengthen the connection with practice in knowledge selection, appropriately reduce the difficulty, consider the needs of modern production development and social life, and consider the actual possibility of the learning level of most junior high school students at present. In terms of processing methods, the observation experiment should be properly strengthened to be lively, which is not only conducive to mastering knowledge, but also to cultivating ability, emotion and attitude, so that students can improve their quality while learning physics.
The textbook aims at promoting students' all-round development. In content selection, we should pay attention to tapping the potential of political and ideological education and moral education from the inside of physical knowledge, and actively promote the interaction between intellectual factors and non-intellectual factors. In terms of learning methods, we should actively create conditions for students to actively study and participate in practice, and realize students' all-round development through practical activities with hands and brains.
The textbook adopts a system that conforms to students' cognitive laws, from easy to difficult, from simple to complicated, taking the level of learning and development as a clue and taking into account the structure of physical knowledge. This arrangement not only conforms to students' cognitive rules, but also maintains the structure of knowledge.
Textbooks recognize students as the main body of learning, regard students as the first reader, and organize materials according to the psychological laws of learning. There are *** 14 chapters in the book, as well as new physics practice activities and physics popular science lectures. There are several questions at the beginning of each chapter, suggesting that the main content of this chapter is accompanied by chapter photos. The selection of photos strives to be typical, inspiring and interesting, so that students can know fairly well when studying. The following chapters are divided into several sections, each of which is very small. Help students grasp the center. In introducing topics, telling knowledge, summarizing and other links, as well as experiments, examples and exercises, many enlightening questions are arranged to point out ideas, guide thinking and activate thinking. Many sections also arrange "thinking discussion", put forward some questions worth thinking and discussing, and encourage students to use their brains and speak more.
Second, student analysis
I undertake physics teaching in 37 classes. There are 24 students in 37 classes, one of whom is transferred from school, and the student base is quite different. Among them, ***3 students have a good grasp of basic knowledge, and 50% students have a weak foundation. Some students hate science study. After the comprehension test, some students have not mastered the mathematics knowledge of primary school. Students' interest in learning is not high, homework is sloppy, plagiarism is serious, and the format of homework is incorrect. Writing is not serious. Some students study hard, but the effect is not good, mainly because of the students' learning methods. Cultivating students' interest in learning physics, forming correct study habits and mastering basic knowledge are the key points of physics teaching.
Third, the overall teaching objectives and overall teaching requirements for the academic year
1, to guide students to learn the preliminary knowledge of physics and its practical application, and to understand the important role of physics in science, technology and social development;
2. Cultivate students' preliminary observation, experimental ability, preliminary analysis, generalization ability and the ability to apply physical knowledge to solve simple problems;
3. Cultivate students' interest in learning physics, scientific attitude of seeking truth from facts, good study habits and innovative spirit, and carry out dialectical materialism education, patriotism education and moral education for students in combination with physics teaching.
Fourth, the main measures to improve teaching and improve teaching quality
Students are the masters of learning. Only when they are in a positive state, after careful observation, practice and thinking, can they understand the laws contained in physical phenomena, generate interest in exploring the physical world, understand the physical knowledge they have learned, and acquire corresponding abilities. In teaching, we should pay attention to cultivating students' interest and desire in learning, encourage students to find and ask questions, guide students to learn appropriate learning methods, and lay a good foundation for students' lifelong learning.
We should pay attention to the study of students' psychological characteristics, understand their knowledge and ability foundation, carry out education from reality, and adjust teaching arrangements in time according to their responses. Because the students' foundation is quite different, we should pay attention to teaching students in accordance with their aptitude and put forward different requirements for different students. For students with learning difficulties, we should give them patient help according to their specific conditions, encourage them to do more physics experiments and participate in more physical practice activities, so that they can basically meet the teaching requirements. Students with extra learning ability can
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