Instructional design for the change of sound, how sound is produced

Extraction code: ya9h2016 17 Semester 2 Sound Design Class Assignment Tongji Animation, Wide Editing, Advertising and Journalism Level 15|Excellent "Inner Activity" cartoon clip Wang Yuxi, Tian Yingying, Yan Shengfeng|Excellent "Two Little No Guesses" - Zhou Yajie Zhang Xinxin |Excellent "Old Man Don't Bother", Tu Mengqi, Tian Lu, Zhou Huiping|Excellent "Happy Voice" cartoon clip Zhu Sijia Xu Wenyu Ling Siyun |Excellent "Kung Fu Panda 3" cartoon clip Ma Xinru Ma Qiqi Jiang Liming |Excellent "Flying House Travel" Wang Yuchen, Huang Weiyi, Li Yiwei|Excellent "Incredibles" Cai Shangqin Zhong Yuxuan Lin Fangmin |You Look Scary Animation Clip-Qiu Zhipeng, Hong Tian Huizi, Gu Wenzi Qi|Excellent "Head Over Heels" Huang Yufeng, Wu Lingyu, Shi Weijiao|Excellent "A Single Life" cartoon clip An Shiwei Gan Lushun Qian Hongji |"Mrs. Brown Rabbit" - Shangguan Yuanlu Guo Jiarui Li Yanting |"Blue Umbrella Love" Lu Xusheng, Chen Yikai, Hu Junjie|"Nine Lives" movie clip Yu Xinyuan, Zhu Shiru, Ojuram|"Bow Your Head to Life" - He Yueyue, Zhao Xiaoming, Wang Kun.

The instructional design of how sound is produced is as follows:

1. Teaching objectives.

1) Scientific Concept: Sound is produced by the vibrations of an object.

2) Process and method: be able to observe, compare, and describe different phenomena when objects occur and when they do not occur; Able to make hypothetical explanations of causes from the observed facts of the occurrence of multiple objects; Phenomena that are not easily observable can be observed with the help of other objects.

3) Emotions, attitudes, and values: In the process of **, actively and boldly expound their own discoveries; Be willing to work with others and develop the habit and attitude of careful observation.

2. Teaching focus.

1) Recognize that sound is produced by the vibration of an object.

3. Teaching difficulties.

1) How to guide students to analyze the sound produced by the vibration of the object from the experiment. Brigade demolition.

4. Teaching process.

1) Create situations and ask questions;

2) make assumptions and preliminary verification;

3) Students use cowhide bands to conduct group experiments as follows:

The teacher takes out the cowhide band and see, the teacher has a cowhide band here, since we want to study how the sound is produced, then we have to find a way to make it make a sound, how do you think it is best to make it make a sound? Let's talk about it in each group.

4) the method of student debriefing experiments;

5. Summary. We have just discussed a lot of methods, and one of them is very good for the teacher, that is, one student pulls the cowhide band with both hands, and the other student uses his hands to dial. Of course, with this method we have to pay attention to safety.

1. Teaching Objectives:

1. Knowledge and skills: guide students to observe and compare the state of sounding objects and non-sounding objects, and actively think about this phenomenon, the causes of sound.

2. Process and method: Through the creation of scenario questioning, conjecture and hypothesis, observation experiment, cooperation and communication, etc., students can experience all aspects of the scientific process, and cultivate students to master the thinking methods of observing phenomena, asking questions, speculating results, and drawing conclusions from experimental verification.

3. In the process of hands-on experiments, by seeing, modeling, drawing, speaking and other methods. Emotional attitudes and valuesLearn to communicate and listen to others, and experience the joy of sound.

2. Teaching focus and difficulty: Through observation, experiment, comparison, discussion, communication and other activities, we know that "sound is produced by the vibration of objects".

3. Teaching mode selection:

1. Create a situation to elicit questions.

2. Put forward hypotheses and experiment.

3. Consolidate and improve, expand and extend.

4. Verify guesses and summarize evaluations. Rent laughs.

Fourth, the use of **:

1. Use more than ** to provide students with scenarios for creating problems, stimulate students' interest, and start the wheel type to stimulate students' thinking.

2. Use the courseware to show the experimental record sheet and the conclusion of this lesson to highlight the key points.

What is Voice" lesson plan.

1. Teaching materials. 1) Status and role.

This chapter is the first time students have been exposed to and learned physics. For physics, it is a huge time for them to get on the sedan chair, but students are no strangers to sound, and the learning methods and knowledge are relatively simple, and learning this chapter plays a pivotal role in students' future learning.

2) Teaching objectives.

This lesson consists of "Sound Production", "Sound Propagation", "Sound Energy", and "Sound Propagation Velocity.""The four-part content is composed of four parts, mainly allowing students to guess the production conditions and propagation conditions of sound from "sounds in life", and can master some necessary methods for learning physics through experimenting with the production and propagation conditions of sounds, and establish the following learning objectives according to the curriculum standards and the characteristics of the textbooks and the characteristics of the textbooks and its status and role in the textbooks, combined with the actual situation of students in the school:

1. Knowledge and skills.

Gain a preliminary understanding of the conditions under which sound is produced and propagated. Knowing that sound propagation requires a medium, and the speed at which sound propagates in different media is different. Knowing that sound has energy, echo and simple applications.

2. Process and method.

Through experiments**, we will have a preliminary understanding of the conditions under which sound is produced and propagated. Cultivate the ability to observe, the ability to preliminarily explain physical phenomena, and the ability to apply physical laws to explain physical phenomena.

3. Emotional attitudes and values.

Through the discussion and exchange of brothers and sisters in the learning process, the awareness and attitude of cooperative learning are cultivated. Through observation and comparison in experiments, students will develop a scientific attitude of seeking truth from facts, good study habits and the ability to integrate theory with practice. Learn the ability of scientists to discover problems and the valuable spirit of never giving up after discovering problems.

1. Teaching Objectives:

Knowledge and skills: Guide students to observe and compare the state of vocal and non-vocal objects, and to think positively about this phenomenon, so as to ** the causes of sounds.

2. Process and methodology:

1. Let students experience all the links in the process of science, create scene problems, conjectures, hypotheses, observe experiments, cooperate and communicate, and train students to master thinking methods, such as observing phenomena, asking questions, speculative results, experimental verification, drawing conclusions, and so on.

2. In the process of hands-on experiments, explore by seeing, touching, and speaking.

3. Emotional attitudes and values: learn to communicate and listen to others, and experience the joy of exploring sounds.

3. Teaching focus and difficulties.

Through activities such as observation, experimentation, comparison, discussion, and communication, we know that "sound is produced by the vibration of an object".

Fourth, the choice of teaching mode.

In order to successfully complete the whole activity, I divided the activity into four parts according to the requirements of the course standards:

1. The content of the activity.

2. Put forward hypotheses and conduct experimental exploration;

3. Consolidate and improve, expand and extend;

4. Verify guesses and summarize evaluations. In class, students are asked to observe the characteristics of sound-emitting objects by seeing, touching, and speaking, and to observe and compare the appearance of sound-emitting objects and non-sound-emitting objects, so as to actively think about the observed phenomena.

5. In the teaching of this course, the teaching methods of group cooperation experiments, observation, comparison, discussion and communication are in the scientific research methods that ask questions, and the use of hypothese-experimental investigation to draw conclusions, and strive to enable students to acquire knowledge and improve the ability of the process of investigation.

5. Use of **.

1. Use more than ** to provide students with situations to create problems, stimulate their interest, and inspire their thinking.

2. Use the courseware to display the experimental records, conclusions, and key points of the lesson.

3. Use the display platform to display the experimental records of each group, so that students can communicate with each other, form a correct understanding, and draw scientific conclusions.

6. Preparation for teaching.

Drum set, foam, rubber band, ruler, tuning fork, rubber mallet, gong, sink, experiment record sheet.