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Knowledge objectives:
1. Students understand and master the basic concepts of physics, such as energy, power, motion, etc., and are able to apply them to the actual situation。
Students are able to describe and explain physical phenomena, such as the reflection of light, the transmission of sound, etc., and understand the rationale behind them。
3. Students are able to master physical formulas and laws, such as the newton law of sport, the law of energy persistence, and can be used to solve simple physical problems。
Skills objectives:
1. Students are able to explore physical phenomena by means of observation, experimentation and reasoning and to develop scientific thinking。
2. Students are able to use physical knowledge for problem analysis, to provide reasonable assumptions and explanations and to design simple experiments。
3. Through cooperation and discussion, students are able to effectively express their views and reflections and to enhance teamwork。
The goal of emotional attitudes values:
1. Students develop interest and curiosity in physics, stimulate learning and develop a spirit of proactive exploration of science。
2. Students are able to recognize the use of physical knowledge in everyday life, to increase awareness of learning to use and to develop practical skills。
3. In the course of their studies, students develop the right scientific attitudes and values, respect the facts, challenge and foster innovative thinking。
The nature of the curriculum: this course is a model course for physics, designed to stimulate interest in physics and improve the scientific literacy of students by decrypting physical knowledge。
Characteristics of students: students at the secondary level, with a certain physical knowledge base, curiosity and a desire to explore unknowns。
Teaching requirements: taking into account the characteristics of the student, focusing on theoretical linkages, using experiments and examples as the main lines of reference, guiding the student to explore proactively, and developing scientific thinking and innovation. The decomposition of the curriculum aims to provide a basis for specific learning outcomes and subsequent teaching design and evaluation。
Ii. Elements of education
The course will be structured around the following:
1. The basic concepts of physics: energy, power, exercise, etc., combined with the relevant chapters of textbooks, provide students with visual understanding of these concepts through examples and experiments。
Reference is made to chapter iii, “the role of power”, “sport and strength”, of the textbook of physics。
Physical phenomena and their principles:
- refraction of light, explaining the principles of everyday supplies such as glasses and magnifying glasses。
- transmission of sound, exploring differences in the speed of transmission of sound in air, liquids and solids。
- reference is made to the following chapters: chapter iv of the textbook of physics, “on the optical base”, “acoustic base”, etc。
Physical formulas and laws:
- newton sports law, which, through experiments and case studies, equips students with the relationship between sport and strength。
- the law of continuity of energy, by way of example, enables students to understand the transformation of energy between different forms。
Reference is made to chapter v of the textbook of physics: “newton law of sport”, “the law of energy maintenance”。
4. Scientific thinking and experimental capabilities:
- design simple experiments to enable students to observe physical phenomena and develop observational and experimental capabilities。
- improving students'scientific thinking through problem analysis, scenario formulation and experimental validation。
(c) the organization and progress of teaching: four classes of 60 minutes each。
- session 1: the role of the basic concept of physics and force。
- class 2: sports and power, introduction to newton's laws of sport。
- session iii: the optical base, the reflection of light。
- session iv: acoustic foundations, acoustic communication and constant energy。
In order to fully stimulate student interest and initiative in learning, this class will use the following diverse teaching methods:
1. Teaching methods: teachers lecture on physical concepts, laws and principles in graphic language and image, combining books and multimedia presentations to create a clear knowledge framework for students。
- integration of the text books: the relevant sections of the text books: " physics " , which provide students with a solid theoretical basis through lectures on the role of speech, physical activity and strength, optical foundations, acoustic foundations, etc。
2. Discussion methods: in response to the focus and difficulty of the curriculum, students are organized to hold panel discussions, to encourage them to present their views and questions, to solve problems through collective wisdom and to enhance their mental and communication skills。
- practical application: the role of the discussion force is demonstrated in different contexts, the reflection of light in daily life, etc。
3. Case analysis: selecting practical cases related to the content of the curriculum, directing students to analyse problems, propose solutions, and build the capacity of students to solve practical problems。
- case references: analysis of mechanics in bicycle movements, study of the application of light refractions in eyeglass making, etc。
4. Experimental methods: the design of inspirational experiments that allow students to operate in person, observe physical phenomena, and develop students ' observational, experimental operational and scientific thinking skills。
- experimental elements: conduct of force-acting experiments, such as spring gauges, friction experiments, etc.; optical experiments, such as refraction of light, reflection experiments, etc.; acoustic experiments, such as the determination of the speed of sound transmission, etc。
5. Explorer learning: students are encouraged to pursue their own studies in the classroom, identify problems, make assumptions, experiment with the test and develop students ' ability to learn and innovate。
- explore the subject: application of the law of energy sustainability in practice, further study of the reflection of light, etc。
6. Group cooperation: students are divided into groups to perform specific tasks, develop teamwork and improve their communication and collaboration skills。
- the task of cooperation: working together on a pilot report on the use of physical knowledge in everyday life, etc。
Iv. Evaluation of education
In order to ensure objective, impartial and comprehensive evaluation of teaching, the following methods of evaluation will be used in this course:
1. Regular performance: to observe the level of participation of students in the classroom, the answers to questions, the performance of discussions, etc., and to assess the motivation and initiative of students in the learning process。
- evaluation of classroom discipline, accuracy of questions, motivation of panel discussions, correctness of experiments, etc。
2. Operational evaluation: the placement of tasks related to the content of the course, including written work and laboratory reports, to assess the extent to which students have knowledge of the classroom。
- type of work: practice questions, experimental reports, group research work, etc., in the relevant section of the physical textbook。
3. Examination evaluation: conduct of mid-term and final examinations to comprehensively test students ' ability to understand and apply physical knowledge, laws and principles。
- examinations on subjects such as selection, filling, computational questions, brief questions, etc., covering the key knowledge acquired in the course。
4. Experimental operational assessment: in the course of the experiment, observe students ' operational skills, observation, problem resolution abilities, etc., and assess students ' ability to apply in practice。
- evaluation indicators: correctness of experimental operations, quality of laboratory reports, processing and analysis of experimental data, etc。
5. Group collaboration assessment: an assessment of students ' performance in team collaboration missions, including team collaboration, communication coordination and problem-solving。
- methods of assessment: panel mutual evaluation, teacher evaluation, panel reports, etc。
6. Self-assessment: students are encouraged to reflect on themselves, evaluate their strengths and weaknesses in the learning process, and promote self-learning and self-advancement。
- self-assessment: learning attitudes, learning methods, knowledge acquisition, skills upgrading, etc。
7. Extracurricular outreach assessment: encouraging students to participate in physical competitions, general science activities, etc., assessing students ' performance in extracurricular outreach, and developing students ' learning interest and innovative abilities。
- evaluation of the results of competitions, participation in scientific activities, presentation of innovations, etc。
V. Pedagogical arrangements
In order to ensure reasonable and up-to-date teaching, taking into account the actual situation and needs of students, the teaching arrangements for this class are as follows:
1. Progress in teaching:
This course is divided into four sessions of 60 minutes each, with one session per week, which is completed for four consecutive weeks。
- session 1: the role of the basic concept of physics and force。
- class 2: sports and power, newton sports law。
- session three: optical fundamentals, photoreflection。
- session four: acoustic foundations, transmission of sound and maintenance of energy。
2. Teaching time:
Depending on the student's time, he/she chooses to teach in the morning or afternoon to ensure that he/she is energetic。
- each class is scheduled for a continuous week in order to avoid excessive time lags affecting the interface of knowledge points。
Place of instruction:
Theoretical teaching is conducted in the classroom, with multimedia equipment to facilitate the presentation of teaching materials, books and presentations。
- experimental teaching is conducted at the physical laboratory to ensure that students are able to operate in person and observe physical phenomena。
4. Teaching adjustments:
- appropriately adjust the pace and depth of teaching to the students ' level of learning and understanding, ensuring that they have solid knowledge points。
- designing teaching and learning activities aimed at the interests and interests of students and promoting their motivation。
