趣课堂 | 不只是知识给予,更是思维与视觉的盛宴

向丽丽
2021-10-26


大家好,这里是武汉三牛中美中学官微与教学部联合策划的固定栏目「趣课堂」。我们将不定期通过不同学科的课堂实录,向各位家长充分展示我校教师的教学智慧与艺术。在这些课上,老师把主动权交给学生,启发他们的批判性思维、创造性思维,锻炼他们的口头表达能力、解决复杂问题的能力,让学生感受有别于传统教育的学习体验。



物理课作为三牛「趣课堂」栏目的热门展示课程,每次出场都让人忍不住惊叹,物理课还能这样上?


学生站上讲台,和小伙伴一起用PPT讲解知识点;学生制作手绘海报,向校长们阐述某个物理知识点,校根据学生的英文表述和手绘内容打分学生离开教室,对不同学科的老师们演示某个物理现象,并用英语为其解释背后的原理……


外教Fahad老师一次次打破传统物理教学模式,用丰富的教学手段和方法,激发同学们的学习兴趣,加强同学们的知识吸收程度。


作为本学年第一期趣课堂的主角,Fahad老师又将带来哪些别出心裁的教学实践呢?


欢迎走进三牛物理课《电场的力量》。



撰文:Fahad Raza(三牛物理外教 )


人是视觉动物。这个事实延伸到物理教学,也就不足为奇了——因为物理学科具有天然的互动性,非常适合视觉展示。这次,我通过多样性的视觉化演示,来增进同学们的知识理解,帮助学生把物理概念与现实世界的迷人应用联系起来。


Humans are a visual-centric species, so it is no surprise that the aforementioned extends into the realm of Physics – a subject which is naturally interactive, so it stands to reason that classroom lectures are not the only evidence of how technology and science can change the world. A way to add diversity to the way I educate my students is through in-class demonstrations, which provide a visual way to help explain and showcase a given topic.   Great lecture demonstrations are an imperative component of a classroom as they help students relate physical concepts to the fascinating applications of the real world.




01
Inquiry-Based Learning
探究式学习





探究式学习,是向学生展示技术、情景或观察结果,而不是将概念作为既定事实直接介绍。


所以,在这场主题为——“电场的奥妙”的课上,我想为我的学生创造一种不同于标准讲授式课堂的体验,这样我的学生就可以通过演示和实验,在课堂上直观地体验和感受电场。


我们首先演示了范德格拉夫发电机,并在其周围缠绕了几根弦(重量较轻);然后,我们打开发电机,几根弦以同一种方式上升(即它们都有一个共同的中心),这是一个完美演示场景,正好可以向学生提问:为什么会发生这种情况。后来,我们和学生(女学生,因为她们有长头发)做了类似的实验,也得到了同样的结果。


Inquiry-based learning works by presenting students with technological situations or observations, rather than presenting concepts as established facts.


So, the topic was about the wonders of ‘ELECTRIC FIELDS’ and I wanted to create an experience for my students that was different to a standard lecture-based class so that my students can visualize, experience and feel the electric field as the class progressed through demonstrations and experimentation.


We started off with a demonstration the Van De Graaff Generator and pieces of strings (with light masses) taped all around it. Turning it on made them rise in a way that that they all had a common center. This was a perfect scenario to ask my students why this happened. We did a similar experiment with students (preferably female students because they had long hair) so yield the same outcome.





02
Research-Based Learning
基于研究的学习






第二个演示,是我自己站在等离子球体旁边,展示电场是如何产生的。学生们有机会亲身体验这个设备,这样他们就可以触摸“地球”,了解电场是如何变化的。

另一项类似的实验是把灯泡带到“地球”附近,当灯泡亮起,显示电场也在地球之外流动。

大多数同学对见到的场景很惊讶,也有很多疑问,但我没有直接回答,而是把它变成了一个研究项目(研究性学习)。


带领他们一起分析在课堂上进行的所有实验,并引导同学们思考——是什么导致电场在“地球”内部发出颜色?为什么每次触摸等离子球体会产生火花?为什么灯泡在靠近“地球”时会亮起?


A second demonstration was to have myself standing next to a Plasma Globe and showing how electric field is generated. Students were given the opportunity to get hands-on with the aforementioned equipment so that they could touch the globe and se how the electric field changed.

A similar experiment was done where a light bulb was brought close to the globe and it lit up showing the electric field was flowing outside the globe as well.

Most of what the students saw and experienced was awe-inspiring for them and they had a lot of questions. As opposed to answering most of the questions, I turned it into a research project (Research-Based Learning) to analyze all the experimentation conducted in class and deduce what caused electric field to generate colors inside the globe, why a spark is created every time we touch a plasma globe and why does the bulb light up when it’s brought close to the globe?



03
Game-Based Learning
基于游戏的学习




这是让教学变得有趣和刺激的另一种方式。

我尝试让同学们分组,并分配给他们一个定时任务,各小组在基于GBL的现实模拟游戏的平台中,相互竞争。

同学们需要借助电子设备的应用软件,在一个可定制的电场内,沿着指定路径移动一个带电物体,这有点像在足球比赛中进球,而另一支球队的11名球员,试图阻止你。

学生们欣喜若狂,他们对电场如何产生,电场如何与周围物体相互作用感到非常惊讶,迫不及待想知道如何在每天生活的世界使用电场。

This tool is another way to make instruction fun and exciting.

Through GBL, I try to use competitive exercises, either letting students compete in groups or giving them a timed GBL activity where they have to work fast and smart.

I used the topic of ‘ELECTRIC FIELDS’ to let them compete each other in a game-based activity where they had to move a charged object along a given path within a customizable electric field – kind of like scoring a goal in football and 11 players on the other team are trying to stop you.

The students were‘ECSTATIC’, they were absolutely amazed by how the electric field is generated and interacts with objects around it and could not wait to find out how it can be used in the world we live in and connect with every day.
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