高中物理试讲教案模板(合集八篇日子（8）：如何提高工作效率的方法？)(2)

5、加强培训提升能力

学生答题要严谨、规范、完美。为此，平时讲解习题时，要精练语言，规范板书，完整​​表达，言传身教，严格要求学生的作业批改和试卷评分。 , 严格评分标准，注重答题重点和文字叙述规范，专业术语和文字准确无误。同时，要求学生在考试中养成绘制示意图的习惯，学会使用示意图搭建思维平台；培养学生在解决问题的过程中谨慎行事；告诫学生在考试中要有适度的思维坚持，即既不“挂在路上”，又要“挂在路上”，以“一快、二标、三标”解决问题。 ”。每次考试结束后，将评分标准和答案张贴在课堂上，让学生熟悉，提高学生高考答题质量。

四、新课程教学时间及教学安排：（9月1日xx-1月18日xx）

1、（1套单元试卷）了解学生，做好初高中衔接2课时

2、第一章李（共9课时）

第一部分，介绍1课时

第二节，力，重力。 1课时

第三期，弹性1课时

第四期，摩擦1课时

第五期，综合力1课时

第六节，分解力1课时

第七节，补充力分析1课时

章节综合讲解1课时

试卷评论1课时

单元设置测试人：杨志老师

3、第四章物体的平衡（共7课时）

第一节，物体在普通力作用下的平衡状态1课时

第二季度，余额

申请条件1课时

第三节，补充正交分解法1课时的思路

第 4 部分，补充多个对象余额的示例

（隔离法、整体法）2课时

章节综合讲解1课时

试卷评论1课时

本单元设考人：李勇先生

4、第二章，直线运动（共14课时）

第一节，机械运动，质点，时间，时间，位移，距离1课时

第二节，匀速直线运动位移-时间图像1课时

第三节，平均速度，瞬时速度，

匀速直线运动时间图像1课时的速度

第四期，加速1课时

第五部分，匀变线性运动时间图像的速度，公式1课时

第六节匀变直线运动1课时的位移-时间公式

第七节匀变速直线运动1学时的两个推论及应用

第八节，匀变直线运动定律的应用，推导二级结论2课时

第九节，自由落体练习1课时

第十节，补充垂直投掷练习1课时

综合讲座2课时

试卷评论1课时

知识点及单元及设题者：赵宝生先生

期中考试

5、第三章，牛顿运动定律（共11课时）

第一节，牛顿第一运动定律，物体运动状态的变化1课时

第二节，牛顿第二运动定律1课时

第三节，牛顿第三运动定律1课时

第四节，应用牛顿定律2课时

第五期，超重失重1课时

第六节，力学单位制和牛顿定律1课时的适用范围

章节综合讲解（连体问题）2课时

试卷复习2课时

通过单位的人：张望义老师

6、第五章曲线运动（共11课时）

第一节，曲线运动1课时的速度方向

第二节，体育1课时的合成与分解

第三节，水平投掷动作及规律应用2课时

第四节，描述匀速圆周运动1课时的物理量

第五节，匀速圆周运动向心力计算2课时

第2章综合讲解2课时

试卷复习2课时

单位设考人：邢书芳老师

7、期末考试复习6课时

高中物理教学计划第六章

一、 做好初高中物理知识的衔接，稳步走上舞台。学生们发现在高中学习物理很困难。学生在课堂上理解但不做作业是很常见的。是什么原因让初中物理成绩好的学生到了高一却束手无策？首先，从教材来看，初中物理从观察和实验入手，内容直观。高中物理要求有在观察和实验的基础上抽象出理想化模型的能力。特别是要求学生分析具体的物理过程。内容比初中更深、更广、更抽象，进步更快，课堂上有时间反复练习。少，学生学习困难。其次，从要求上看，初中要求学生大面积通过，教学难度基本控制在教学大纲范围内，物理问题的解决靠的是对公式的模仿和应用。高中在很大程度上要求学生具备一定的自学能力、综合分析能力和知识转移能力。

二、教学过程注重培养学生良好的思维方式，提高学生的动态思维能力、发散性和辐射性思维能力。具体方法是在讲解练习题时注重解题思路和解题方法的引导，逐步提高学生有计划地分析​​和解决物理问题的能力。在讲解练习时，应着重对物理过程的分析，将物理过程绘制成图形，使学生建立正确的物理模型，形成清晰的物理过程。示意图是将抽象的情况形象化，将抽象的物理过程具体化为有形的，是建立物理模型的重要手段，注重培养学生边看题边画图的习惯。更重要的是，在讲解物理习题时，要培养学生一题解多道题的能力，帮助学生多角度分析习题，找到解决问题的最佳方法。工作时也是如此。另外，在选择样题时，尽量使用典型和常见的问题，尤其是那些可以同时复习旧知识的问题。 I believe that students' mastery of a certain knowledge point needs to be strengthened many times.

三、Implement the Dacheng classroom teaching model and focus on the overall development of students. Classroom teaching reform and innovation have been carried out in our school for many days. The Dacheng classroom teaching mode has been implemented in high school physics teaching. How to reflect this spirit in the teaching process, pay attention to the long-term development of students, and the formulation of teaching plans play a pivotal role . Set up a physics study group and discuss in groups. Existing physics teaching, its information dissemination mainly adopts two modes, namely teacher-student and teacher-student, which is limited to the mutual influence between teachers and student groups, and ignores the mutual influence between students and students. From the perspective of information theory: the reasonable dissemination of information in teaching should adopt this model, that is, teachers and students and students and students, realize student-student interaction, so that it is quick and convenient to deal with the questions left by students in the classroom. Organize and carry out group cooperative learning in physics teaching, develop and use student resources, and alleviate the relative shortage of teachers' guidance resources. Through interactive learning and discussion among students, students' skills of expression, seeking help, coordination, and reflection have been cultivated and trained. The evaluation of student learning is also evaluated in groups as a whole. Whether it is the timely evaluation of group cooperative learning inside and outside the classroom, or the evaluation of the stage unit test, the evaluation is carried out in groups, with standard reference evaluation. Avoid the worries that only the evaluation of the individual brings to the students.

Developing group cooperative learning in high school physics classes is important for cultivating students to participate in learning independently, to be willing to learn, to be able to learn, to learn, to cultivate interest in learning, to improve interpersonal relationships, to relieve psychological pressure, to rationally use student resources, and to improve students Academic performance and so on are very good. Group learning and other learning methods complement each other, enriching the study life of high school students, and improving the quality of education and teaching.

High School Physics Teaching Plan Chapter 7

Luo Zhangjun

一、学生分析:

Most of the students have poor physics foundations, so they need to raise their requirements for a small number of students. In addition to mastering the basic concepts and laws, they should also master the methods of analyzing and solving physical problems and improve their ability. For most students, they focus on mastering basic concepts and basic laws, and emphasize the mastery of basic knowledge to lay a solid foundation for future learning.

二、Textbook analysis:

1、High Second Physics Elective 3-1:

Chapter 1 Electrostatic field is the beginning of the content of electricity at the high school stage. It is one of the basic content of the high school stage. Its core content is the concept of electric field and the physical quantities that describe the characteristics of the electric field. They are based on the development process of physics and The teaching is arranged based on the principle of gradual and orderly progress. Through the expansion and application of core content, students can improve their ability to comprehensively use physics knowledge.