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2023年物理说课稿(四篇)

格式:DOC 上传日期:2023-03-23 16:18:47
2023年物理说课稿(四篇)
时间:2023-03-23 16:18:47     小编:zdfb

范文为教学中作为模范的文章,也常常用来指写作的模板。常常用于文秘写作的参考,也可以作为演讲材料编写前的参考。范文怎么写才能发挥它最大的作用呢?下面是小编为大家收集的优秀范文,供大家参考借鉴,希望可以帮助到有需要的朋友。

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物理说课稿篇三

物理库仑定律说课稿高中的学习方法、学习习惯、学习心理以及物理这一学科对学生的思维能力、抽象能力、运用数学的解题能力都比初中有更高的要求,学生能否在尽量短的时间适应高中的学习,顺利地跨过这个学习台阶,是影响学生提高学习成绩的主要因素。如何使学生尽快适应高中物理教学特点和学习特点,渡过学习物理的难关,就成为高一物理教师的首要任务。为了使学生容易接受、更好、更快的适应高中物理的教学特点,提高学生的物理学习兴趣。下面我从说教材、说教法和学法、说教学程序、说板书、时间安排五方面来说说这节课。

1、说课内容:高中物理第二册第一章第一节库仑定律

2、本节课在教材中的地位、作用和意义:

本单元教材的核心是库仑定律,它既是电荷间相互作用的基本规律,又是学习电场强度的基础。因此,在本单元教学中对电荷间的相互作,不仅要求学生定性知道,而且通过库仑定律的教学还要求定量了解,但对库仑定律的解题应用,则只限于真空中两个点电荷间相互作用的一些简单计算。

3、本节课的教学目标:

⑴点电荷的物理意义、

⑵理解库仑定律及其适用条件,并能应用解决简单问题。

⑶知道静电力常量k的物理意义和数值、单位。

⑷培养学生分析问题、解决问题的的能力。

4、教学重点、难点和关键:

教学重点:库仑定律及适用条件。教学难点:库仑定律的实验。

在教学中贯彻让学生经历知识的形成过程为原则,整个教学过程始终围绕教学目标展开,力求做到层次清楚,环节紧凑,并注意引导学生通过观察、实验和操作,突出体现了学生对知识的获取和能力的培养。教学方法:启发讲练式

学习目的及达标方法选择:

研究教法和学法是搞好教学的前提和基础,而合理安排教学程序,则是教学成功的关键一环。以求达到事半功倍之效,使学生学有所获,我根据本课教材的特点以及我班学生的实际水平,将本课划分成三大部分:

㈠复习准备、引入新知

在课的开始让学生先观察2组演示实验,并通过学生对旧知识的回顾,进一步了解电学的基本知识,为学生对库仑定律及应用的学习做好知识和思路方面的准备。

[演示1]摩擦起电

提出问题:摩擦起电的原因?如何判断物体是否带电?

[演示2]电荷间的相互作用

1、两种电荷:自然界只存在正、负两种电荷

①正电荷:用丝绸摩擦过的玻璃棒上带的电荷叫正电荷。

②负电荷:用毛皮摩擦过的硬橡胶棒上带的电荷叫负电荷。

③电量:带电体上所带电荷的多少叫电量。

2、物体的带电方式有三种:(1)摩擦起电(2)接触起电(3)感应起电

3、电荷守恒定律:电荷既不能创造,也不能消灭,任何起电方式都是电荷的转移,它只能从一个物体转移到另一个物体或从物体的一部分转移到另一部分。在同一隔离系统中正、负电量代数和不变。

4、电荷间的相互作用规律:电荷间有相互作用力。同种电荷相互排斥,异种电荷相互吸引。两电荷间的相互作用力大小相等,方向相反,作用在同一直线上。

㈡积极主动,探究新知

1、点电荷

⑴点电荷:带电体的形状、大小对相互作用力的大小可以忽略,那么带电体可以看作一个点,所带电荷称为点电荷。

点电荷是一种理想化带电体模型,当带电体间的距离比带电体本身的大小大得多,以致于带电体的形状和大小对作用力的影响可以忽略时,此带电体可以看作点电荷。

⑵元电荷:任何带电粒子,所带的电荷等于电子或质子的电量的整数倍,或者与它们相等,因此一个电子或质子所带电量的绝对值称为元电荷,大小为1e=1、60×10—19c。

2、库仑定律

[演示3]让带电小球*近悬挂在丝线的带电小球,观察在不同距离时小球偏转角度。

这说明什么?

启发学生回答:带电体之间的作用力的大小用跟带电体间的距离有关。

问:若以悬挂的小球作为研究对象,它受到几个力?平衡时它受到电荷间作用力跟那些因素有关?

启发学生回答:f=mgtgα。,带电体间距离越小,偏角α越大,这表明电荷间作用力越大。

[演示4]带电量不同的小球*近悬挂丝线的'带电小球,观察小球的偏角的变化关系。

讨论得到:带电体间作用力还跟带电体所带电量有关。

⑴库仑扭秤实验:

出示库仑扭秤挂图,简单介绍法国物理学家库仑利用扭秤研究电荷间相互作用力的大小跟电量和距离的关系所用控制变量的科学方法。设计的扭秤成功的解决了用普通测力计无法测量微小作用方法。

实验结论,真空中的库仑定律。

⑵库仑定律:在真空中两个点电荷间的作用力跟它们的电量的乘积成正比,跟它们间的距离的平方成反比,作用力的方向在它们的连线上。

物理说课稿篇四

(过渡句:教材分析是上好一堂课的前提条件,在正式内容开始之前,我要先谈一谈对教材的理解。)《离心运动》是人教版必修2第五章第七节的内容,本节课主要总结了因圆周运动条件变化而产生离心运动,它在生活中的运用及防止,充分体现了学以致用的思想。同时学生在本节课之前学习过圆周运动的相关知识点,对本节课起到铺垫作用。

(过渡句:学生是学习的主人,学生的已有的知识结构和认知水平,是教师授课的依据与出发点。)

本节课我所面对的是高中的学生,学生之前已经对圆周运动有了较为全面的认识,同时在日常生活中接触过大量的离心运动的事例,这都为本节课的学习奠定了基础。

高中生在知觉和观察事物时比以前更全面、更深刻。他们能发现事物的一些主要细节和本质方面,其目的性、持久性、精确性、概括性都比初中有了很大提高,其思维具有高度的抽象概括性,喜欢怀疑、争论。因此在教学中,要引导学生从实际问题出发,引导学生分析问题、解决问题,以期达到触类旁通、举一反三的效果。

(过渡句:根据新课程标准,教材特点、学生的实际,我确定了如下教学目标。)

1.学生能说出离心运动的原因和条件,举出生活中常见的现象及离心运动的利弊。

2.通过多次实验,观察探究离心现象的成因及其轨迹特征;通过观看生活中离心运动的实例,及老师演示的几个小实验,学生认识到离心现象在生活中的普遍性。

3.通过不断地实验,学生能提高对实验现象的观察和分析能力,增强探究意识,掌握科学有效的探究方法。

(过渡句:明确了教学目标,本课的重、难点就显而易见了,我的教学重点是)

【重点】

离心运动的条件,应用。

【难点】

离心运动的两种形式各自的条件以及运动轨迹的区别。

(过渡句:新课程教学中的指导思想是把“学习的主动权交给学生”,倡导“自主、合作、探究”的学习方式。基于此,我将引导学生采用以下的教学方法。)

讲授法、演示法、自学法、小组活动讨论法。

(过渡句:教学过程分为以下四个教学环节。)

首先是导入环节:

我采用的是实验导入,向学生展示如下实验,将一个旧电池放在转盘上,转动转盘,电池跟着一起做圆周运动。以此实验为依据,引导学生复习之前学过的圆周运动及向心力的知识,同时提出问题:当转盘转速增加时,电池会如何运动,并实验展示,从而引入新课——离心运动。【设计意图:通过实验导入,能够让学生更加直观的感受离心运动的例子,同时复习前面的知识,为本节课的学习奠定基础。】

其次是新课讲授环节,也是教学过程的核心。

结合之前所学知识引导学生分析上述实验中离心运动产生的原因,即静摩擦力不足以提供离心运动所需的向心力。

之后再演示两个实验:

实验一:老师用一根绳子拉着小球水平方向做圆周运动;

实验二:倒置开口玻璃瓶,在瓶口放一小球,在桌面上摇动玻璃瓶,让小球转动,然后拿起玻璃瓶,观察小球的运动方向。

通过这两个实验,让学生感受做圆周运动的物体,在向心力消失时,物体会沿切线方向做离心运动。

然后询问学生除此之外还有没有其他的离心运动的情况,引导学生说出合外力不足以提供向心力时,物体也会做离心运动,并且通过实验三来演示这类情况,即:一根短管,中间穿一根较长的绳子,绳子两端分别系一个球,手握短管,进行摆动,当转的越来越快时,发现上面的绳子变得越来越长,下面越来越短。

通过这个实验,学生可以观察到合外力不足以提供向心力时,物体不会沿切线方向运动。

最后也让学生观看汽车转弯是的离心现象,师生一起总结离心运动:圆周运动的物体,在受到的合外力突然消失,或者不足以提供物体圆周运动所需向心力的情况下,做逐渐远离圆心的运动,叫离心运动。

并且提问学生离心运动的实质是什么?

通过之前的学习,学生可以想到是由于物体的惯性导致离心运动的产生。

【设计意图:之所以这样设计,实验及问答的形式,能够让学生很好的融入课堂,主动思考,主动学习,提高对物理课堂的兴趣。】

然后进入巩固环节

在这个环节我会让学生举出生活中应用离心运动的例子,同时分析如何避免离心运动带来的不便与危害。

【设计意图:通过这样的设计一方面能够帮助学生巩固所学知识,同时能够检验学生本节课的学习情况,同时提高学生分析问题,解决问题的能力。】

最后是小结作业环节:

课堂最后,我首先会对离心运动的应用于防止做出总结,之后引导学生总结出本节课的知识点。并且要求学生课下思考如下一个问题:转盘上有两个相同的物体,一个在外,一个在内,转动转盘之后,哪个先滑离?

【设计意图:通过这样的方式,一方面能够帮助学生系统的梳理本节课知识,同时能够让学生体会到物理来源于生活,应用于生活。】

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