How Light Spreads Reflection on How Light Spreads Analysis of the Teaching Textbook How Light Spre

1. The introduction of new courses cannot arouse students' interest very well. Ask a few questions to grab their attention, or play a little game to arouse their interest in learning.

2. When the teacher does the demonstration experiment, the teacher does the students below on the podium and cannot see clearly, only the students in the front row can see clearly, and the students in the back cannot see it at all. If conditions permit, you can ask the teacher to help you shoot it down, and show it to students with more ****, which is conducive to students to understand the process of the experiment, and students can also understand the steps of the experiment when they do it themselves.

3. When students ask questions, they should have more evaluation words, affirm the right ones, repeat them again, and let them think again if they are wrong. This may sometimes be overlooked, and students don't know if they're right.

Aperture imaging is the best illustration of the linear propagation characteristics of light.

"How Light Spreads" is the content of the first volume of the fifth grade of primary science. The focus of the textbook is to allow students to verify the propagation path of light in a variety of ways. Many students only know that light travels in a straight line, but they don't know how to verify this knowledge.

The new curriculum standard proposes: "Science learning should be the core, which is not only the goal of science learning, but also the way of scientific learning, and personal experience of learning activities based on science is the main way for students to learn science." Experiential learning is one way to do this.

Good scientific literacy cannot be directly "taught" to students like knowledge, and teachers must organize scientific activities one by one, so that students can get feelings, experiences and internalize them in the process of participating in the activities.

In this class, I focused on cultivating students' interest and innovative thinking ability, diluted the teaching mode focusing on knowledge transfer, and let students guess - experiment - draw conclusions. Understanding how light spreads, and then smoothly understanding the truth of shadow formation, explains the doubts in life. In my teaching, I allow students to feel, experience and internalize in the process of participating in activities.

And let students design experiments to verify, feel the real fun of science in the experience, and reduce students' fear and boredom of science. I organized students to work together in small groups to keep a record of their observations, and students continued to make new discoveries in the activities. I asked each student to take on the task in the group, and everyone worked together to complete this scientific activity, sharing the distress and joy, and giving the students a platform for independent experiments.