【設計思路】新課程十分強調科學探究在科學課程中的作用,應該說科學探究是這次課程改革的核心。我覺得:科學探究不一定是要讓學生純粹地通過實驗進行探究,應該說科學探究是一種科學精神,學生只要通過自己的探索和體驗,變未知為已知,這樣的教學活動也是科學探究。本節(jié)課是概念教學課,讓學生純粹地通過實驗進行探究是不太合適的。但通過學生自己的探索和體驗,變未知為已知還比較合適。本節(jié)課的設計就是基于這樣的出發(fā)點,在引出加速度的概念時低臺階,步步深入,充分激活學生的思維,是學生思維上的探究。通過復習前邊速度時間圖像,從而得到從圖像上得到加速度的方法,為加深加速度概念和相關知識的理解有配套了相應練習題目,做到強化練習的目的。【教學目標】知識與技能1.理解加速度的意義,知道加速度是表示速度變化快慢的物理量.知道它的定義、公式、符號和單位,能用公式a=△v/△t進行定量計算.2.知道加速度與速度的區(qū)別和聯(lián)系,會根據(jù)加速度與速度的方向關系判斷物體是加速運動還是減速運動.3.能從勻變速直線運動的v—t圖象理解加速度的意義.
觀察實驗視頻實驗驗證師:其實大家完全可以利用身邊的器材來驗證。實驗1、用彈簧秤掛上鉤碼,然后迅速上提和迅速下放。現(xiàn)象:在鉤碼被迅速上提的一瞬間,彈簧秤讀數(shù)突然變大;在鉤碼被迅速下放的一瞬間,彈簧秤讀數(shù)突然變小。師:迅速上提時彈簧秤示數(shù)變大是超重還是失重?迅速下放時彈簧秤示數(shù)變小是超重還是失重?生:迅速上提超重,迅速下放失重。體會為何用彈簧秤測物體重力時要保證在豎直方向且保持靜止或勻速實驗2、學生站在醫(yī)用體重計上,觀察下蹲和站起時秤的示數(shù)如何變化?在實驗前先讓同學們理論思考示數(shù)會如何變化再去驗證,最后再思考。(1)在上升過程中可分為兩個階段:加速上升、減速上升;下蹲過程中也可分為兩個階段:加速下降、減速下降。(2)當學生加速上升和減速下降時會出現(xiàn)超重現(xiàn)象;當學生加速下降和減速上升時會出現(xiàn)失重現(xiàn)象;(3)出現(xiàn)超重現(xiàn)象時加速度方向向上,出現(xiàn)失重現(xiàn)象時加速度方向向下。完全失重
一、設計思想通過本節(jié)教學,不但要使學生認識掌握勻變速直線運動的規(guī)律,而且要通過對這問題的研究,使學生了解和體會物理學研究問題的一個方法,圖象、公式、以及處理實驗數(shù)據(jù)的方法等。這一點可能對學生更為重要,要通過學習過程使學生有所體會。本節(jié)在內容的安排順序上,既注意了科學系統(tǒng),又注意學生的認識規(guī)律。講解問題從實際出發(fā),盡量用上一節(jié)的實驗測量數(shù)據(jù)。運用圖象這種數(shù)學工具,相對強調了圖象的作用和要求。這是與以前教材不同的。在現(xiàn)代生產(chǎn)、生活中,圖象的運用隨處可見,無論學生將來從事何種工作,掌握最基本的應用圖象的知識,都是必須的。學生在初學時往往將數(shù)學和物理分割開來,不習慣或不會將已學過的數(shù)學工具用于物理當中。在教學中應多在這方面引導學生。本節(jié)就是一個較好的機會,將圖象及其物理意義聯(lián)系起來。
(二)?過程與方法? 4.?觀察生活中的慣性現(xiàn)象,了解力和運動的關系? 5.?通過實驗加深對牛頓第一定律的理解? 6.?理解理想實驗是科學研究的重要方法? (三)?情感態(tài)度與價值觀? 7.?通過伽利略和亞里士多德對力和運動關系的不同認識,了解人類認識事物本質的曲折性? 8.?感悟科學是人類進步的不竭動力
一、教材分析人教版高中思想政治必修4生活與哲學第一單元第三課第二框題《哲學史上的偉大變革》。本框主要內容有馬克思主義哲學的產(chǎn)生和它的基本特征、馬克思主義的中國化的三大理論成果。學習本框內容對學生來講,將有助于他們正確認識馬克思主義,運用馬克思主義中國化的理論成果,分析解決遇到的社會問題。具有很強的現(xiàn)實指導意義。二、學情分析高二學生已經(jīng)具備了一定的歷史知識,思維能力有一定提高,思想活躍,處于世界觀、人生觀形成時期,對一些社會現(xiàn)象能主動思考,但尚需正確加以引導,激發(fā)學生學習馬克思主義哲學的興趣。三、教學目標1.馬克思主義哲學產(chǎn)生的階級基礎、自然科學基礎和理論來源,馬克思主義哲學的基本特征。2.通過對馬克思主義哲學的產(chǎn)生和基本特征的學習,培養(yǎng)學生鑒別理論是非的能力,進而運用馬克思主義哲學的基本觀點分析和解決生活實踐中的問題。3.實踐的觀點是馬克思主義哲學的首要和基本的觀點,培養(yǎng)學生在實踐中分析問題和解決問題的能力,進而培養(yǎng)學生在實踐活動中的科學探索精神和革命批判精神。
陸王心學與程朱理學相比有何異同?生 不同點:在理的內涵上不同,程朱理學認為“理”是貫通于宇宙、人倫的客觀存在,是一種普遍的規(guī)律準則;陸王心學認為心即理,是“良知”,認為人心便是世界萬物的本原。方法上也有不同:前者向外追究,“格物致知”;后者向內探求,“發(fā)明本心”以求理,克服私欲、回復良知。生 相同點:都提出了一個宇宙、社會、人生遵循的“理”。師 對。程朱理學是客觀唯心主義,陽明心學是主觀唯心主義。這兩者的分歧是理學范圍內的分歧,其基本思想是一致的。師 宋明理學與漢唐以前的儒學比較,最大的特點在于批判地吸收了佛教哲學的思辨結構和道教的宇宙生成論,將儒家的倫理學說概括升華為哲學基本問題。其實質是把佛、道“養(yǎng)性”“修身”引向儒家的“齊家”“治國”“平天下”,對儒家的綱常道德給予哲學論證,使之神圣化、絕對化、普遍化,以便深入人心,做到人人遵而行之。
The price is the same as(the price was)before the war.價格與戰(zhàn)前相同。(4)定語從句中的“關系代詞+助動詞be”可以省略。The ticket(that/which was)booked by his sister has been sent to him.他妹妹訂的那張票已送到了他那里。Step 5 PracticeActivity 3(1) Guide students to complete the four activities in the Using Structures part of exercise book, in which activities 1 and 2 focus on ellipsis in dialogue answers, activity 3 focus on signs and headlines, two typical situations where ellipsis is used, and activity 4 focus on ellipsis in diary, an informal style.(2) Combine the examples in the above activities, ask students to summarize the omitted situations in groups, and make their own summary into a poster, and post it on the class wall after class to share with the class.(This step should give full play to the subjectivity of students, and teachers should encourage students to conclude different ellipsis phenomena according to their own understanding, they can conclude according to the different parts omitted in the sentence.)Step 6 Homework1. Understand and master the usages of ellipsis;2. Finish the other exercises in Using structures of Workbook.1、通過本節(jié)內容學習,學生是否理解和掌握省略的用法;2、通過本節(jié)內容學習,學生能否根據(jù)上下文語境或情景恢復句子中省略的成分,體會使用省略的效果;3、通過本節(jié)內容學習,學生能否獨立完成練習冊和導學案中的相關練習。
(2)Consolidate key vocabulary.Ask the students to complete the exercises of activity 6 by themselves. Then ask them to check the answers with their partners.(The first language:Damage of the 1906 San Francisco earthquake and fire.A second language: Yunnan - one of the most diverse provinces in China).Step 5 Language points1. The teacher asks the students to read the text carefully, find out the more words and long and difficult sentences in the text and draw lines, understand the use of vocabulary, and analyze the structure of long and difficult sentences.2. The teacher explains and summarizes the usage of core vocabulary and asks the students to take notes.3. The teacher analyzes and explains the long and difficult sentences that the students don't understand, so that the students can understand them better.Step 6 Homework1. Read the text again, in-depth understanding of the text;2. Master the use of core vocabulary and understand the long and difficult sentences.3. Complete relevant exercises in the guide plan.1、通過本節(jié)內容學習,學生是否理解和掌握閱讀文本中的新詞匯的意義與用法;2、通過本節(jié)內容學習,學生能否結合文本特點了解文章的結構和作者的寫作邏輯;3、通過本節(jié)內容學習,學生能否了解舊金山的城市風貌、文化特色,以及加利福尼亞州的歷史,體會多元文化對美國的影響。
該板塊的活動主題是“介紹一個有顯著文化特征的地方”( Describe a place with distinctive cultural identity)。該板塊通過介紹中國城繼續(xù)聚焦中國文化。本單元主題圖呈現(xiàn)的是舊金山中國城的典型景象, Reading and Thinking部分也提到中國城,為該板塊作鋪墊。介紹中國城的目的主要是體現(xiàn)中國文化與美國多元文化的關系,它是美國多元文化的重要組成部分。中國城也是海外華人的精神家園和傳播中國文化的重要窗口,外國人在中國城能近距離體驗中國文化。1. Read the text to understand the cultural characteristics of Chinatown in San Francisco and the relationship between Chinese culture and American multiculturalism;2. Through reading, learn to comb the main information of the article, understand the author's writing purpose and writing characteristics;3. Learn to give a comprehensive, accurate, and organized description of the city or town you live in;Learn to revise and evaluate your writing.Importance:1. Guide the students to read the introduction of Chinatown in San Francisco and grasp its writing characteristics;2. Guide students to introduce their city or town in a comprehensive, accurate and organized way;3. Learn to comb the main information of the article, understand the author's writing purpose, and master the core vocabulary.
Activity 81.Grasp the main idea of the listening.Listen to the tape and answer the following questions:Who are the two speakers in the listening? What is their relationship?What is the main idea of the first part of the listening? How about the second part?2.Complete the passage.Ask the students to quickly review the summaries of the two listening materials in activity 2. Then play the recording for the second time.Ask them to complete the passage and fill in the blanks.3.Play the recording again and ask the students to use the structure diagram to comb the information structure in the listening.(While listening, take notes. Capture key information quickly and accurately.)Step 8 Talking Activity 91.Focus on the listening text.Listen to the students and listen to the tape. Let them understand the attitudes of Wu Yue and Justin in the conversation.How does Wu Yue feel about Chinese minority cultures?What does Justin think of the Miao and Dong cultures?How do you know that?2.learn functional items that express concerns.Ask students to focus on the expressions listed in activity. 3.And try to analyze the meaning they convey, including praise (Super!).Agree (Exactly!)"(You're kidding.!)Tell me more about it. Tell me more about it.For example, "Yeah Sure." "Definitely!" "Certainly!" "No kidding!" "No wonder!" and so on.4.Ask the students to have conversations in small groups, acting as Jsim and his friends.Justin shares his travels in Guizhou with friends and his thoughts;Justin's friends should give appropriate feedback, express their interest in relevant information, and ask for information when necessary.In order to enrich the dialogue, teachers can expand and supplement the introduction of Miao, dong, Lusheng and Dong Dage.After the group practice, the teacher can choose several groups of students to show, and let the rest of the students listen carefully, after listening to the best performance of the group, and give at least two reasons.
探究一:高中階段功的含義是什么?投影:初中九年級《物理》105頁學生思考:①圖中物體的勢能、動能分別如何變化?②物體能量的變化和做功是否存在關系?學生:分組討論,得出結論:如果物體的能量發(fā)生變化時,說明有力對物體做了功。教師:進行點評和小結(設計意圖:對初中知識深化理論認識,并為以后功能關系的教學作準備)探究二:力對物體做功的兩個要素是什么?情景再現(xiàn):找體重相對懸殊的兩位同學,①A同學試圖抱起B(yǎng)同學,但沒成功。②B同學抱起A同學在教室內勻速走動。學生思考:在①中,A是否對B做功?在②中,B是否對A做功?學生:分析得出做功的兩要素:物體受到力的作用,并且在力的方向上發(fā)生位移.教師:讓學生分別例舉生活中力對物體做功和不做功的例子,(設計意圖:讓學生親身參與課堂實驗,烘托課堂氣氛,相互協(xié)作增進同學情誼)探究三:如果物體的位移不再力的方向上,那么力是否還對物體做功?
1、教材的地位作用本課是新人教版普通高中歷史必修Ⅱ第六單元第18課的內容,闡述羅斯福新政的背景、措施、影響。從單元知識安排看,本課與第17課《空前嚴重的資本主義世界經(jīng)濟危機》、19課《戰(zhàn)后資本主義的新變化》共同詮釋第六單元課題——《資本主義世界經(jīng)濟政策的調整》。說明了“資本主義經(jīng)濟理論和政策隨著資本主義發(fā)展而不斷調整的特點”,凸顯了“市場調節(jié)”和“國家干預”在經(jīng)濟發(fā)展中的重要性。從知識體系看,它是學生學習了第一次工業(yè)革命后自由資本主義、第二次工業(yè)革命后的壟斷資本主義等之后出現(xiàn)的,既是對上述知識的鞏固與綜合運用,又為學生學習必修二的相關內容打下基礎,有承上啟下的作用。本課三個子目從邏輯上看又是遞進關系。第一個子目“臨危受命”承上啟下,說明了羅斯福上臺的歷史背景具有臨危受命的特點,第二個子目“實施新政”講述了羅斯福新政的主要內容,第三個子目“擺托危機困境”主要講述了羅斯福新政的影響。
(一)、復習提問1、請說出功的計算公式及功的單位2、我們用哪個物理量表示物體運動的快慢?(二)、創(chuàng)設情景,引入新課1、播放多媒體素材,用起重機和一個工人搬運幾百塊磚比較哪一種方法好?圖中的情景說明了什么問題?(教師通過所設計的情景,將學生引入怎樣比較做功快慢,讓學生發(fā)表自己的看法,初步知道物體做功是有快慢之分的。)(三)、進行新課1、比較做功快慢的方法播放多媒體素材并提出問題:怎樣比較兩個人誰做功快誰做功慢?教師啟發(fā):以前學習過要比較兩物體運動的快慢,可以先確定路程再比較時間,也可以先確定時間再比較路程。在路程和時間都不同時,通過計算速度比較兩物體運動的快慢。同理,要比較物體做功的快慢可采用什么方法?
基于以上分析,為使本堂課圍繞重點、突破難點,同時讓學生在課堂教學中能力得到提高,我設計如下教學過程。(一)創(chuàng)設情景認識形變由同學們已有的形變知識入手,引入新課。教師演示:①彈簧的壓縮形變;②彈簧的拉伸形變③視頻播放:竹竿形變、鋼絲的扭轉形變。得出形變的概念及各類形變。[設計意圖:我從生活情景中引入新課,是為了激發(fā)學生的好奇心,為學生學習重點和難點內容作鋪墊。]設問:摩天大樓在風的吹拂下會不會擺動,發(fā)生形變嗎?演示微小形變放大實驗:由于這種形變不容易觀察,會使學生產(chǎn)生疑問:到底有沒有發(fā)生形變?解決的辦法是微小形變的演示實驗。為什么光點會往下移?讓學生帶著問題思考后得出結論:是由于桌面發(fā)生了形變,但是形變不明顯。為后面解決壓力和支持力都是彈力做好鋪墊。[設計意圖:使學生知道“放大”是一種科學探究的方法。]
1. Ss look at the picture and scan the passage to understand the main idea while teacher is giving the following questions to inspire Ss to think.*Where are those people?*What are they doing?*Why are they so excited?2. Ss complete the passage with the appropriate -ing form. Then discuss and check the answers with class.Answers: boring, interesting, taking, exciting, amazing3. The teacher raises questions for the students to discuss and encourages them to express their opinions.*Do you like La Tomatina? Why or why not?4. Each group representative reports the discussion result, the teacher gives feedback and the evaluation.Step 6 PracticeActivity 41. Ss complete the Ex 2 in Using structures.2. Check the answers after finishing the exercises.①The dragon boat races are the most exciting part of the Dragon Boat Festival.② The children were excited to go Easter egg hunting.③What an amazing performance! This is the best music festival I have ever been to.④We were amazed by her funny-looking hat.⑤His inspiring speech at the conference won the admiration/ favour of the audience.⑥This is a challenging game to test your memory and observation capabilities. 3. T asks Ss to finish Ex 3 and 4 in Using structures by themselves, then check the answers with class.Step 6 Homework1. Understand and master the functions and usage of the -ing form;2. Finish the other exercises in Using structures.1、通過本節(jié)內容學習,學生是否理解和掌握動詞-ing形式作定語和表語的功能和意義;2、通過本節(jié)內容學習,學生能否在理解文段內容的基礎上,根據(jù)上下文語境和表達邏輯,能正確運用動詞-ing形式描述節(jié)日慶典。3、通過本節(jié)內容學習,學生是否歸納和積累用于表達情緒的相關詞匯。
本板塊的活動主題是“談論節(jié)日活動”(Talk about festival activities),主要是從貼近學生日常生活的角度來切入“節(jié)日”主題。學生會聽到發(fā)生在三個國家不同節(jié)日場景下的簡短對話,對話中的人們正在參與或將要親歷不同的慶?;顒印kS著全球化的進程加速,國際交流日益頻繁,無論是國人走出國門還是外國友人訪問中國,都已成為司空見慣的事情。因此,該板塊所選取的三個典型節(jié)日場景都是屬于跨文化交際語境,不僅每組對話中的人物來自不同的文化背景,對話者的身份和關系也不盡相同。1. Master the new words related to holiday: the lantern, Carnival, costume, dress(sb)up, march, congratulation, congratulate, riddle, ceremony, samba, make - up, after all. 2. To understand the origin of major world festivals and the activities held to celebrate them and the significance of these activities;3. Improve listening comprehension and oral expression of the topic by listening and talking about traditional festivals around the world;4. Improve my understanding of the topic by watching pictures and videos about different traditional festivals around the world;5. Review the common assimilation phenomenon in English phonetics, can distinguish the assimilated phonemes in the natural language flow, and consciously use the assimilation skill in oral expression. Importance:1. Guide students to pay attention to the attitude of the speaker in the process of listening, and identify the relationship between the characters;2. Inspire students to use topic words to describe the festival activities based on their background knowledge. Difficulties:In the process of listening to the correct understanding of the speaker's attitude, accurately identify the relationship between the characters.
*wide range of origins(= a great number of different origins, many kinds of origins)*It featured a parade and a great feast with music, dancing, and sports. (=A parade and a great feast with music, dancing, and sports were included as important parts of the Egyptian harvest festival.)*.. some traditions may fade away and others may be established.(= Some traditions may disappear gradually, while other new traditions may come into being.)Step 6 Practice(1) Listen and follow the tape.The teacher may remind the students to pay attention to the meaning and usage of the black words in the context, so as to prepare for the completion of the blanks in activity 5 and vocabulary exercises in the exercise book.(2) Students complete the text of activity 5 by themselves.The teacher needs to remind the students to fill in the blanks with the correct form of the vocabulary they have learned in the text.Students exchange their answers with their partners, and then teachers and students check their answers.(3)Finish the Ex in Activity 5 of students’ book.Step 7 Homework1. Read the text again, in-depth understanding of the text;2. Discuss the origin of festivals, the historical changes of related customs, the influence of commercial society on festivals and the connotation and essential meaning of festivals.3. Complete relevant exercises in the guide plan.1、通過本節(jié)內容學習,學生是否理解和掌握閱讀文本中的新詞匯的意義與用法;2、通過本節(jié)內容學習,學生能否結合文本特點快速而準確地找到主題句;3、通過本節(jié)內容學習,學生能否理清論說文的語篇結構和文本邏輯,了解節(jié)日風俗發(fā)展與變遷,感悟節(jié)日的內涵與意義。
教師:不同的時代造就了不同風格和不同精神內容的詩詞,請同學們回顧必修一和必修二兩宋中央集權的加強和經(jīng)濟的發(fā)展狀況。學生:回憶回答。教師:請同學們結合時代背景和詞的特點理解詞為什么能夠成為宋代文學的主流形式和標志?學生:兩宋時經(jīng)濟重心轉移到了南方,商業(yè)發(fā)展打破了時間和空間的限制,城市繁榮,市民數(shù)量不斷增加。詞的句子長短不齊,便于抒發(fā)感情,并且能夠歌唱,更能適應市井生活的需要。于是,詞成為宋代文學的主流形式和標志。教師:宋代文人地位提高,宋詞就是一個個時代的畫卷:大宋的悲歡離合都寫在了里面。除了詞之外,宋代民間還興起了一種新的詩歌形式,即散曲。學生:回答散曲的發(fā)展階段及特點、元曲的含義、特點。教師:在中國古代詩歌輝煌發(fā)展的同時,也產(chǎn)生了供人們閑來無事消遣的小說。
(1)文化與經(jīng)濟、政治在經(jīng)濟基礎上相互影響。①經(jīng)濟、政治和文化是社會生活的三個基本領域。其中,經(jīng)濟是基礎,政治是經(jīng)濟的集中表現(xiàn),文化是經(jīng)濟和政治的反映。一定的文化由一定的經(jīng)濟、政治所決定,又反作用于一定的政治、經(jīng)濟,給予政治、經(jīng)濟以重大影響。②經(jīng)濟發(fā)展是文化發(fā)展的基礎。但這并不意味著文化的發(fā)展始終與經(jīng)濟的發(fā)展亦步亦趨。如同不能簡單地把精神文明看作是物質文明的派生物和附屬品一樣,也不能簡單地認為文化是經(jīng)濟、政治的派生物和附屬品。文化有其自身的傳承性和相對的獨立性。那種認為只要物質條件好了,精神文化自然而然地就會好起來,物質條件差一點,精神文化就不可能搞好的觀點,不符合歷史發(fā)展的事實,是不正確的。③掀開歷史的畫卷,文化既有古今和地域之別,又有先進與落后、腐朽之分。不同的文化,對經(jīng)濟、政治的影響不同,對社會發(fā)展的作用也不同。不同民族的文化,影響不同民族和國家各具特色的發(fā)展道路。
(二)引入內容1、播放幻燈片,從名言引出思考,什么是文化,如何理解文化?學生探究,既可質疑,也可談自己對文化的理解2、幻燈片,以三組幻燈,分三個階段,學生分別通過小組討論的形式,歸納總結文化現(xiàn)象的三個特征3、根據(jù)對文化現(xiàn)象的認識,歸納總結文化的內涵及外延小活動:把不是文化的山、水、樹,由幾組同學畫出來,體會文化的含義4、一組判斷題,哪些是文化的,哪些不是5、理解文化的特點首先,根據(jù)前面,總結文化現(xiàn)象的特征,歸納出文化的普通性及特殊性其次,播放視頻,歸納總結文化是人類特有的現(xiàn)象第三,根據(jù)教材材料,小組探究總結,文化是后天習得的第四,借助小活動的材料,歸納,文化需要一定的物質載體6、文化的作用首先、觀看視頻,小組探究總結,文化對于人的影響其次,觀看視頻,小組探究總結,文化對社會的影響
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