Model essay on temperature and thermometer lecture notes (3 selected articles)

Model essay on temperature and thermometer lecture notes (3 selected articles)

Teachers often need to prepare a lecture before carrying out teaching activities, which is helpful to the success of teaching and improve the quality of teaching. How should I write the speech? The following is a sample essay of the lecture notes of Temperature and Thermometer compiled by me. Welcome to share.

First, teaching material analysis:

(A), teaching content, status and contact

This lesson is the content of the first lesson of the unit "Changes of Temperature and Water" in the second volume of the third grade of science. The textbook * * * has 3 pages and consists of 4 activities.

Firstly, compare hot and cold water, and introduce the concept of temperature. Activity 2 is to observe the thermometer. This activity is divided into two levels. The first layer is to observe the structure of the thermometer and the scales, marks and numbers on it. The second layer is to guide students to know the principle of thermometer manufacturing. Make students realize that the liquid thermometer measures the temperature by using the liquid injection in the glass tube to rise and fall with the temperature change. The third activity is reading and writing about the temperature in Celsius. The last activity is to instruct students how to use thermometers accurately. This is the training of scientific skills.

This part is the basis of the whole unit study. Only when students master the knowledge of temperature and thermometer, learn how to read and write temperature and how to use thermometer can they use these knowledge and skills to complete the following chapters, such as "Measuring the temperature of water", "Water freezes" and "Water melts". Therefore, the study of this section is undoubtedly a foundation of this unit of knowledge and plays a decisive role in students' successful study of this unit of knowledge.

(B), teaching objectives

According to the requirements of curriculum standards, combined with the teaching content and the cognitive characteristics and reality of junior three students, I set the teaching objectives of this lesson as follows:

1, knowledge and skills

⑴ Master the scientific concept: temperature indicates the degree of heat and cold of an object, usually expressed in degrees Celsius (℃).

Know that the temperature of an object can be measured with a thermometer.

(3) I know that the commonly used liquid thermometer measures the temperature by using the liquid injection in the glass tube to rise and fall with the temperature change.

2, process and method:

⑴ Observe and study the main structure of commonly used liquid thermometers as measuring tools.

⑵ Read the numbers on the scale of thermometer (model) and associate the numbers on the scale with the hotter or colder temperature.

3. Emotions, attitudes and values:

(1) Understand the significance of the regulations on the use of measuring tools and be willing to abide by them.

In the process of observation and understanding, we get the pleasure of exploration and discovery.

(C), the focus and difficulty of teaching

In order to make students master the basic knowledge of temperature and thermometer, the focus of teaching is to understand the structure of common liquid thermometers and to read and write the temperature of Celsius. The difficulty in teaching lies in reading the temperature on the thermometer correctly and understanding the meaning of sub-zero temperature.

First, the teaching background analysis

1. teaching material analysis.

"Temperature and Thermometer" is an introductory course of the unit "Change of Temperature and Water" in the second volume of the third grade of People's Education Press. It belongs to the teaching content of the second form of energy expression in the "material world"-thermal phenomenon. The textbook is written in four parts: "Comparing hot and cold water-observing the thermometer-reading and writing the temperature in Celsius-reading the temperature indicated by the thermometer". The presentation of teaching content pays attention to students' cognitive level and characteristics, and pays attention to the internal logical connection of each part, that is, the previous teaching content lays the foundation for the later study.

2. Analysis of learning situation.

As far as education is concerned, firstly, students lack life experience. Temperature is a physical quantity used to express the degree of heat and cold of an object. In life, students have the experience of touching and feeling an object with their hands. But which object is hotter and which object is colder is only a relative feeling and there is no clear standard. As for how much one object is hotter or colder than another, it is more difficult to make a more accurate description, which requires the use of a temperature measuring tool-thermometer. For rural primary school students, few people have actually used thermometers to measure the temperature of objects. Many students in this class are using thermometers for the first time, which brings some difficulties to their study. Second, the age characteristics of students determine that students like science classes, especially those that carry out personal activities. This class needs to carry out many activities to guide students to study science, which is the most important favorable factor in teaching.

Second, the implementation of teaching objectives analysis of measures

Teaching goal is the starting point and destination of teaching, and better realization of teaching goal is the core standard to evaluate the effectiveness of classroom teaching. There are five teaching objectives in this class, so I won't repeat them here. Grasping the teaching objectives and the measures to achieve them mainly start from the following aspects.

1. Use the simplicity of learning scientific knowledge to implement teaching objectives. For example, "temperature represents the degree of heat and cold of an object" is a scientific concept. Students can experience the degree of heat and cold of an object through experiments, but revealing the concept of temperature can be directly revealed by teachers, reducing unnecessary exploration time.

2. Carry out research study and implement teaching objectives. Such as "the temperature of an object can be measured with a thermometer"

The teaching goal of "Ordinary liquid thermometer is to measure the temperature by using the liquid column in the glass tube to rise and fall with the temperature change" should guide students to carry out effective scientific inquiry and implement it.

3. Pay attention to process, guide methods and achieve teaching objectives. The two sub-goals of "process and method" are mainly to guide students to realize teaching objectives by using observation and measurement learning methods and comparative, analytical and comprehensive thinking methods.

4. Cultivate problem awareness and implement teaching objectives. For example, for the goal of "linking the numbers on the weighing scale with colder or hotter temperatures", students can't consciously make contact when studying, so they should use relevant questions to prompt them. Another example is the realization of the goal of "emotional attitude and values". We should design "questions" and consciously guide students to achieve teaching goals.

Third, the teaching process and design intent

The teaching process of this course is divided into four main links according to the teaching content.

(a), hands-on experiments, sensing temperature, revealing the concept.

In this session, we first designed a question: "Students, we often use cold water and hot water in our lives. Do cold water and hot water give us the same feeling? " Introduce questions to stimulate students' interest in learning, and then guide students to carry out experiments, feel the different degrees of cold and hot of three glasses of water, and communicate. Finally, the scientific concept of "what is temperature" is revealed.

This design is to use students' life experience of using cold water and hot water to introduce new lessons and directly reveal the learning content; Demonstration and guidance to create conditions for independent experiments; Directly reveal "temperature"

Emphasize the simplicity of scientific knowledge learning.

(2) Guide observation and experiment, and understand the changes of thermometers and thermometers when measuring the temperature of objects.

First of all, the conversation is enlightening and ingenious, which leads to problems that need to be discussed. How many degrees Celsius is the second cup of water hotter than the first cup, and how many degrees Celsius is the third cup hotter than the second cup? In order to accurately measure the temperature of an object, it is necessary to use a measuring tool-thermometer to deepen students' understanding that "using tools is more important than senses".

Secondly, observe in groups and layers to understand the structure of thermometer. Show three questions, let the students observe the thermometer again and solve the problems.

Third, carry out scientific research to understand how the thermometer shows the temperature through what changes. In the process of inquiry learning, we should pay attention to the application of scientific methods and learning methods. Draw a conclusion according to the basic structure of "asking questions-guessing and assuming-making plans-observing and experimenting-collecting information-thinking and summarizing-expressing and communicating".

The design intention is to guide students to experience the importance of "using tools". Cultivate students' problem consciousness, pay attention to thinking training and guide students to master important scientific knowledge; Finding out the relevant factors of the rise of thermometer liquid column is to cultivate students' inquiry spirit and create conditions for solving problems by using the scientific knowledge they have learned.

(3), teacher-student interaction, student-student interaction, reading and writing temperature.

First, show the weather forecast data with courseware, and let students feel the temperature while listening to the radio, reading and writing. Then summarize the reading and writing methods. Taking the temperatures in Wuhan and Changchun as examples, this paper guides students to observe, compare and summarize the reading and writing methods of temperatures, with the emphasis on reading and writing at sub-zero temperatures.

The second is to use the game for feedback to consolidate reading and writing with temperature.

The third is to organize self-study discussion to understand the precautions of reading temperature.

The design intention is: using teaching materials to guide students' autonomous learning and reflect the role of rational use of teaching materials; Guide students to experience the ubiquitous science in life, science is around us, and learning science is not mysterious; Teachers participate in student activities, reflect the new concept of teachers and students, and find problems in students' learning in time; Use the different temperatures measured by students to guide students to find the reasons, highlight key knowledge and emphasize autonomous learning.

(4), expand knowledge, self-evaluation.

Show all kinds of thermometers with courseware first, so that students can understand that there are many kinds of thermometers. Then guide students to summarize the learning content of this lesson, let students evaluate their learning gains and performance, encourage students to measure with thermometers after class, and cultivate their practical ability.

Generally speaking, the design of this course emphasizes the diversity of learning methods and reflects the role of learning methods in science teaching. Understanding scientific methods is an integral part of scientific literacy. Pay attention to the use of inquiry, autonomous and cooperative learning methods to cultivate students' ability of inquiry learning, autonomous learning and cooperative learning; Pay attention to the study and application of scientific knowledge and accumulate necessary scientific knowledge for the formation of students' scientific literacy.

First of all, talk about textbooks.

"Temperature and Thermometer" is the teaching content of the first lesson of Unit 3, Book 2, Grade 3 of the science textbook published by People's Education Press. It consists of four activities: comparing water with different cold and hot degrees, observing the thermometer, reading and writing the temperature in degrees Celsius, and reading the temperature indicated by the thermometer. Reading and writing the temperature of Celsius is to train students to read and record, and give examples in the textbook, focusing on the difference between above zero and below zero. Instructing students to use thermometers accurately is a skill training. Different from the latter method of measuring water temperature, the former is more suitable.

Second, talk about learning.

Students have a certain understanding of temperature in their daily life. The teaching of this course starts from the reality of life and fully mobilizes students' existing life experience to construct the structure of knowledge. In the teaching process, teachers let students explore knowledge happily and improve on the existing basis, so that they can realize the fun of science and realize their goals.

Third, talk about teaching objectives.

The purpose of this teaching is to design teaching objectives under the guidance of the concept of students' inquiry as the core and cultivating students' scientific literacy:

1, scientific concept: temperature indicates the degree of heat and cold of an object, and the temperature of the object can be measured with a thermometer; The commonly used liquid thermometer measures the temperature by using the liquid injection in the glass tube to rise and fall with the temperature change.

2. Process and method: Observe and study the main structure of common liquid thermometer as a measuring tool; Read the numbers on the scale of the thermometer (model) and associate the numbers on the scale with the hotter or colder temperature.

3. Emotion, attitude and values: Understand the significance of the regulations on the use of measuring tools and be willing to abide by them.

Four, the teaching emphasis and difficulty:

The focus of this course is to experience the process of comparing and observing thermometers. It is difficult to train students to read and write Celsius (especially below zero). It is necessary to increase some group temperatures for training, combine them with models as much as possible, strengthen training and improve classroom efficiency.

Verb (abbreviation for verb) talks about teaching procedure.

(1) Compare the temperature of water

Compare the different temperatures of five glasses of water, please touch them with your hands and feel which temperature is higher and which temperature is lower. It has been suggested that temperature is the perception of how hot or cold an object is.

Because the feeling obtained by fingers is different, it is impossible to make an accurate judgment. How can we accurately know the degree of heat and cold of an object? The thermometer, a common tool for measuring temperature, is introduced.

(2) Observe the thermometer

To show the thermometer, we must first understand the thermometer and know how many parts it consists of.

1, students observe the structure of the thermometer. Remind students to pay attention to observation: pay attention to the thermometer when observing, and be careful not to break it. If the thermowell is cracked, please tell the teacher immediately. Ensure the safety of students in learning activities.

2. report and exchange. According to the students' feedback, the teacher added that the thermometer mainly consists of four parts: glass tube, glass bubble, scale and liquid column.

3. Cover the glass ball of the thermometer with your hand and observe the changes of the thermometer. Let go of your hand and watch for a while. Report and communicate.

(3) Reading and writing temperature in degrees Celsius

1. Let the students read the temperature of a glass of water on the platform, and combine with the students' life: How does the weather forecaster on radio and television predict the weather?

2. How to write "21Celsius"? Students read and write.

(4) Measure the water temperature

1, prepare a cup of cold water and a cup of hot water, predict by hand first (don't put your hand into the cup to avoid scalding), and fill in the prediction results on card 2.

2. Measure the temperature of these two glasses of water with a thermometer and record the results.

3. AC measurement

Know the function of thermometer-it can bring us accurate information, so we should use tools as much as possible.

(5), expansion and extension

1, the teacher asked: Prepare half a glass of water at a certain temperature (such as 350C) to stimulate students' interest in learning.

2. Ask students to quickly prepare half a glass of water at a certain temperature (such as 350C).

(1) The group discussed the preparation method and recorded it on card 3.

(2) Students actually operate and record the temperature of each preparation.

3, report the preparation situation, the teacher comments.

4. Learn how to prepare quickly and improve your own preparation process (first measure the temperature of cold water and hot water and estimate it according to a certain value).