The school organizes a school sports day every year, which students love. But really participate in the program students after all is only a part, if all students with sports-related physics topics to participate, not only participate in the Games, but also to promote the understanding and application of physical knowledge. Taking the opportunity of the Games ensures that there is time for the activity, as well as a venue and activity scenarios and resources. In particular, the Games are everywhere embedded in the junior high school students are easy to find and easy to begin to study the physical knowledge, conducive to the development of activities.
In the organization of the students to carry out the "school games in the physical knowledge" science and technology activities, "how to carry out activities to make a small network in physics teaching play a big application" has a great deal to gain and a lot of insights, after the end of the activity to reflect and summarize.
Part II: Activities in the harvest
In the busy routine teaching work, how to take a scientific and efficient organization of scientific and technological activities has been the first-line teachers to explore the problem. Some operational measures have been accumulated in this activity. Teachers take the mode of carrying out activities with the help of the network, each part of the activity process is designed as a template, sent to students through the network, so that students can carry out activities independently, teachers on the network tutoring guide, synchronized solution to the problems encountered by students, to play a small network in physics teaching and learning of the big application.
The following is a case study of "Physics Knowledge in School Games" to summarize some actionable experiences in the activity.
I. Explore a set of modes to carry out activities with the help of the network.
In the activities of the use of constructivist theory to guide the integration of information technology and curriculum to carry out research learning. Construct "teachers create a situation - network resources **** enjoy and exchange - students practice innovation - teachers summarize" teaching mode. In particular, the use of the network to create a learning situation, providing a platform for conversation, collaboration and display of work. Mainly in accordance with the following structural pattern:
1, introduction: the teacher lets the learners know what they are going to learn, and stimulates the interest of the learners.
2. Task: Specifically describes the activity carried out by the students. In the activity, the teacher describes the task of the activity by designing a PowerPoint presentation and uploading it to the students on the web.
3. Process: suggested steps that the teacher suggests to the students while using the web. Students carry out specific activity projects and feedback exchanges in the network, the teacher throughout the whole process through the network for coaching, regulation.
4, evaluation: evaluation indicators can be developed by the students in the online negotiation **** with. These evaluation forms are distributed to evaluators through the network. Evaluators can be teachers, parents or students. Evaluation criteria can take different forms depending on the task.
5. Reflection and summary: This section provides opportunities for summarizing and encourages reflection on the process. Students expand and summarize what they have learned, how they have learned it, and they can write small essays or design new research projects. Teachers write reflections on activities and papers.
Case introduction:
Introduction of the activity process of "Physical Knowledge in School Games"
I. Preparation for the activity
1. Determine the task of the activity
(1) What physical knowledge is embedded in the games, you can choose a particular sport to observe the physical knowledge contained therein, or you can collect the physical knowledge based on the classification of the Various sports containing the same knowledge;
(2), the use of physical knowledge to explore how to avoid injuries in sports and how to improve performance;
(3), the use of physical knowledge as the basis for the invention of new sports in the campus, which is not demanding, as long as you can use your brain to innovate.
2, the development of the activity plan
(1) Activity time: September 2010 - November 2010
(2) Participants: Zhuhai City No. 5 Middle School junior (10) class
(3) divided into small groups and choose the research of a small topic, write a plan for the activity. The program will be held in the following year.
Two, the implementation of activities
(1) Recognize various sports
Specific activities: learn about various sports through books and the Internet, and download and organize them.
(ii) Carrying out activities to collect primary data
The forms of activities carried out are: teacher's explanations, online collection of materials, observation of sports, experimental investigation and analysis, thematic interviews and reports, design and creation, and resource **** enjoyment and exchange and discussion on the Internet (e-email, Q-groups, chat rooms and web pages, etc.).
Fourty-eight (48) junior (10) small group classes were divided into eleven (11) teams to carry out the activities. (The content of the subtopic is omitted)
(3) The presentation of the results of the activities was accomplished using a variety of forms.
1, in the form of text to write a summary report of the activities, a small experimental report, a small paper or activity experience perception;
2, according to the conditions can be supplemented by the necessary physical objects, models, photos of the process or results of the activities, video, courseware, slide production and web pages.
3. Showing the results in the form of performance;
4. Other new and creative forms of expression.
(D) activities to show,
1, in the network held a "school sports in the physical knowledge" as the theme of the exchange class.
2, show the students designed the new sports of the school games, and ask the physical education teacher to make comments.
3. Discussions and exchanges will be held on the Internet on the theme of "How to prevent injuries in the Games".
4, the activities of the original material display activities (web page form).
5. The activity will be made into a web page to continue to explore the topic of this activity, to continue the activity, and to enrich the content of the activity.
(5) Feedback and Evaluation of the Activity
On the web ****commercial evaluation criteria, the development of evaluation forms, online student-student mutual evaluation, teacher evaluation. The instructor summarizes the activity and shares the teaching reflection with the students.
II. On the web to guide students to determine the method of small topics.
Students to determine the small topic can be on the Q group teachers and students **** the same discussion, or the teacher directly proposed the topic for students to choose. In the activity, the teacher guides the students *** with the discussion of great significance, equivalent to and students *** with the review of combing the knowledge of junior high school physics, but also invariably teach students how to summarize the knowledge of this scientific learning method.
Attachment: the activity of the teacher to provide a small subject
(1), bicycle in the physical knowledge
(2), broadcasting system in the physical knowledge
(3), medals in the physical knowledge
(4), medical equipment
(5), sports games in the physical performance in the physical knowledge (heat)
(6), the physical knowledge of the physical knowledge
(7), the physical performance in the physical knowledge of the physical knowledge of the physical knowledge of the physical knowledge of the physical knowledge of the physical knowledge of the physical knowledge of the physical knowledge of the physical knowledge of the physical knowledge of the physical knowledge of the physical performance
(6), how to apply physical knowledge to avoid sports injuries in the school games
(7), physical knowledge contained in the high jump and long jump
(8), tug-of-war
(9), running
(10), relays
(11), basketball, soccer and other ball games
(12), badminton, ping-pong, etc.
(12), and the physical knowledge contained in the physical performance in the games
. ), badminton, table tennis, and other small-ball sports
(13), jumping rope
(14), unicycle (center of gravity, axle, force, friction, etc.)
(15), honor guard (sound, musical instruments, etc.)
(16), flower team (density, dispersion of light, etc.)
(17), color guard (relative motion, light dispersion, density, light traveling in a straight line, etc.)
(18), "sound" in the school games
(19), the application of knowledge of electricity in the school games
(20), the use of levers in human movement
(21), the knowledge of the center of gravity in the sports (21) The use of the center of gravity in sports
(22) The use of knowledge of mechanics in the high jump
Three, designing the "Activity Record Sheet" as a template to simplify the organizational process.
The teacher will design the flow of activities into an "activity record sheet" as a template for students to fill in during the whole process of carrying out the activities according to the needs of the activities. It serves as a guide for the students to carry out the activity in practice, as well as a catalog of original materials. This measure greatly facilitates teachers in organizing and carrying out activities, integrating the recording of activities, organizing materials, and summarizing activities.
Record Sheet for Groups Carrying Out Practical Activities in Science and Technology
Activity Objectives
Name of the Subtopic:
Activity Plan
Activity Time
Guiding Teacher
Other Members of the Group
Name
Contact Number
Interviews or questionnaires
3
Interviews, interviews with professionals
4
Experimental investigation
Expected results of the study and its presentation
1
Small paper
2
Live survey report
3
Objects, models or display boards
4
Website
5
Multimedia
6
Audio-visual materials
Actual record of the activity
Time
Participants
Specific record of the event
p>
Activity reflection
Summarize and reflect (summarize and reflect on the entire science and technology practice learning, and put forward ideas for improvement)
Fourth, to open up the extracurricular mode of communication in the online forum.
The experience from this activity is that after completing the construction of the teaching mode, a suitable platform should be chosen. Carry out activities in the network. The establishment of learning forums on the network is a more appropriate teaching platform, in which teachers can give tasks, develop processes, can check the completion of tasks, and can improve the evaluation system through mutual evaluation. And students utilize the network to break through the wall of space and the boundaries of time to promote the *** enjoyment of network resources and online communication. Teachers and students can communicate and exchange ideas through e-mail sending and receiving and chat rooms and web pages. It is important to emphasize that teachers should have the ability to intervene in the learning process, which means that they can play a leading role. Teachers can also talk to their students on the Internet about their worldview, outlook on life, values and reflections on teaching and learning. Can even communicate on the network of life, learning experience, psychological counseling for students, so that the mutual communication between teachers and students more cordial, closer to the psychological distance between teachers and students.
Fifth, the use of inquiry-based learning to promote activities, while promoting students to master inquiry-based learning methods.
In the teaching, we organized according to the textbook students to learn to study the problem of inquiry learning methods, mastering the purpose of the experiment to determine the design of experiments, experimental steps, the production of experimental forms, learn to analyze the experimental data and deduce conclusions. But the learning effect is always not very satisfactory. Or some parts of the weak or incomplete consideration, and passive learning, the level of varying.
In this activity, I proposed to each group must be used in the classroom learning inquiry learning to carry out activities. The activity was found to be very effective. Through the specific participation in the Games, students choose their own sports of interest, real-world observation, students can easily determine the goal of the experiment, the research is targeted, real-world observation, in the group's cooperation, the plan developed, the drawing of the table are a great improvement over classroom teaching. Thanks to the search for relevant information in the network, the guidance of the teacher in the Q-group and the full communication between students, we also have a deep understanding of the research problem and draw the correct conclusions. The most encouraging thing is that, during the activity, inquiry learning gradually became a self-need of the students, and the students were very engaged in the activity instead of being imposed by the teacher. Students in the activities of the physical knowledge of a deeper and more thorough understanding, along with the study of small subjects, students have been targeted to broaden and deepen their knowledge, but also to improve the ability to learn by inquiry, improve the overall quality.
In this activity, the junior (10) class 58 students all participate, *** divided into 11 groups to carry out activities.
The second group, for example, introduced how students in the activity of research learning, from which to broaden and deepen the understanding of physical knowledge and improve the ability to explore. The sub-topic chosen by the group was "Physics Knowledge Embedded in Jumping High School".
Activity Description: This group centers on the question "If you don't stomp down on the ground when you jump, can you still jump
up?" The activity is based on the question "Can you jump if you don't push down when you jump? The use of "the role of force is mutual" explains the reason "can not jump"; do "on the jump height is related to the strength of the stomping when jumping" experiment, to verify: under the same conditions, the more the stomping strength, the more the stomping strength, the more the stomping strength, the more the stomping strength. Under the same conditions, the greater the force of the ground, the greater the height of the jump. In addition, the group also used "force can make objects deformation" and "pressure" and other knowledge to analyze the "Why is there a layer of sponge mat under the high jumper? The analysis of the position of the center of gravity in the high jump analyzed the various types of high jump performance; also analyzed "What kind of pole should be chosen for pole vaulting?". , and finally summarized the small steps of the high jump.
Sixth, do not limit the students to express the results of the form of activities to play their strengths and personality.
During the preparation of the activity, students can be taught some common forms of expression. But do not confine students' sense of creativity and encourage them to express themselves in their own way. As a result of respecting students' individuality and playing to their strengths, the results are surprisingly good. Students who are strong in arts and sciences write short essays, students who are strong in hands-on skills engage in production, and students who have a high level of drawing skills draw design drawings and so on.
Attached: student mini-essays
Application of friction knowledge in bicycles
......
3. Why does a bicycle stop after braking?
When you brake, the friction between the brake pads and the rim prevents the rear wheel from turning. The greater the hand pressure, the greater the pressure of the brake shoes on the rim, the greater the friction generated, the slower the rear wheel turns. If the brakes are fully applied, the friction between the rear wheel and the ground then becomes sliding friction (originally rolling friction, in the forward direction), in the backward direction, impeding the movement of the bike, and so it stops.
Students: is not a great harvest! Let's continue to soar in this interesting world of physics!
Part III: Post-Activity Thoughts and Prospects
Thoughts: Teachers and students improved their use of information technology through the activity, achieving a win-win situation.
This activity gives full play to the role of students as the main body and teachers as the leading role, so that students in the network environment of independent learning. The use of information technology and the network, optimize the teacher's "teaching" and student "learning", teachers and students are greatly improved. Students' information processing ability has been cultivated, and it is a creative process. In the network environment, teachers want to do easy and comfortable driving activities, should first improve their own quality, take up the role of courseware producer, course counselor, network navigator, so as to play a big role in the network in physics teaching.
Outlook: Since the activity of "Physics Knowledge in School Sports Games" has the right place, right time, right person, and right place, and carefully organize and find out that the school sports games contain all the knowledge of the three junior high school physics textbooks, which can be made into a school-based textbook to carry out activities, and can also be used as the students' second class content, which is a worthy subject for teachers to constantly explore. Relying on the Internet can make the activities more rich and convenient. It is worthwhile for teachers to combine traditional knowledge with students' activities, integrate information technology with traditional curriculum, and play the big application of small networks in junior high school physics teaching.