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Tài liệu Khóa luận design of english electronic lectures for teaching chapter electromagnetic induction, physics 11th grade.

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THE UNIVERSITY OF DANANG UNIVERSITY OF EDUCATION FACULTY OF PHYSICS NGUYEN THI HONG CHI DESIGN OF ENGLISH ELECTRONIC LECTURES FOR TEACHING CHAPTER ELECTROMAGNETIC INDUCTION, PHYSICS 11th GRADE BACHELOR THESIS Major : Physics Teacher Cohort: 2014 - 2018 Supervisor: Dr. NGUYEN QUY TUAN Da Nang, 2018 ACKNOWLEDGEMENTS In completion of my thesis, I have received generous advice and help from many people whose lectures are very practical and useful. With deep respect and gratitude, I would like to express my sincere thanks to: Teachers in the Faculty of Physics, University of Education - the University of Da Nang has taught, helped me equip the necessary and precious knowledge. Dr. Nguyen Quy Tuan who is my supervisor has guided and helped generously me in the process of completing my thesis. Finally, I would like to thank my family, my friends, who always care and encourage me. Although, I have tried in the capacity and scope to allow myself to complete this thesis but not avoid the shortcomings.I hope to receive the sympathy and enthusiastic comments of teachers and friends. I sincerely thank! Da Nang, April 2018 Student perform NGUYEN THI HONG CHI I TABLE OF CONTENTS ACKNOWLEDGEMENTS ...................................................................................... I SYMBOL LISTS AND ACRONYMS .................................................................. IV LIST OF TABLES ................................................................................................... V LIST OF FIGURES ................................................................................................. V INTRODUCTION .....................................................................................................1 1. Rationale ................................................................................................................1 2. Aims of the study ...................................................................................................2 3. Research tasks .......................................................................................................2 4. Subjects and scope of the study ...........................................................................2 5. Methods of study ...................................................................................................2 CONTENTS ...............................................................................................................3 CHAPTER I: LITERATURE REVIEW AND PRACTICAL RESEARCH ......3 1.1 Theoretical background of teaching the natural sciences subjects in English .3 1.1.1. Levels of teaching the natural sciences subjects in English ..................3 1.1.2. The roles of teaching the natural sciences subjects in English .............3 1.2 Practical basis of teaching the natural sciences subjects in English ................4 1.3. Electronic lecture..............................................................................................5 1.3.1. Electronic lecture concept .....................................................................5 1.3.2. The roles of electronic lecture in teaching physics at high school........5 1.3.3. The process of design electronic lecture for teaching ...........................6 1.3.4. Some notes for designing electronic lectures: .......................................8 CHAPTER II: ENGLISH LESSON PLANS FOR TEACHING CHAPTER ELECTROMAGNETIC INDUCTION, PHYSIC 11TH GRADE .....................10 2.1. Structural and content analysis of the “Electromagnetic induction”: ............10 2.1.1. Features chapter: .................................................................................10 2.1.2. Task of the chapter: .............................................................................10 2.1.3. Schema logic content knowledge of the chapter: ................................11 2.1.4. Standard the knowledge, skills of the chapter “Electromagnetic induction” ..........................................................................................................11 2.2. Design the process of teaching electronic lecture in the chapter “Electromagnetic induction”: ................................................................................12 II 2.2.1. Objectives: ...........................................................................................12 2.2.2. Lesson structure: .................................................................................12 2.2.3. Specific teaching process: ...................................................................13 2.2.3.1. Magnetic flux. Electromagnetic induction ..........................................13 2.2.3.2. The induced electromotive force .........................................................30 2.2.3.3. Self-induction ......................................................................................39 CHAPTER III: ELECTRONIC LECTURES ON CHAPTER th “ELECTROMAGNETIC INDUCTION” PHYSIC 11 GRADE .....................47 3.1. Some electronic lectures on chapter “Electromagnetic induction” Physic 11th grade ......................................................................................................................47 3.1.1. Magnetic flux. Electromagnetic induction ..........................................47 3.1.2. The induced electromotive force .........................................................72 3.1.3. Self-induction ......................................................................................84 3.2. The rubric to evaluate the quality of electronic letures ..................................93 CONCLUSION AND RECOMMENDATION ....................................................96 1. Conclusion: ......................................................................................................96 2. Recommendation: ...........................................................................................96 REFERENCES ........................................................................................................98 III SYMBOL LISTS AND ACRONYMS Serial 1 2 3 4 Acronym EMF (C) DC AC Contents Electromotive force Closed circuit Direct current Alternating current IV LIST OF TABLES Serial Table Contents 1 Table 1 Standard of knowledge, skills of the chapter “Electromagnetic induction” Page 11 LIST OF FIGURES Serial Figure 1 Figure 1 2 3 Figure 2 Figure 3 4 5 6 Figure 4 Figure 5 Figure 6 Contents Schema logic content knowledge of the chapter “Electromagnetic induction” Magnetic flux Cross work of “Magnetic flux. Electromagnetic induction” Key of cross work Work search Key of work search V Page 11 15 20 20 23 24 INTRODUCTION 1. Rationale In the world, many countries have chosen English as their second language. In keeping with the development of the times, in addition to implementing the project of teaching and learning foreign languages in the national education system, the Ministry of Education and Training encourages schools to have bilingual classes in science subjects such as Math, Chemistry, Physic… Improving English language skills in English for high school students will help students improve their knowledge, research, make good use of opportunities and be able to think scientifically. Through advanced English teaching, the knowledge and teaching capacity of upper secondary school teachers are increasingly advanced, with access to the knowledge that advanced countries are teaching. Therefore, the project “Teaching and learning foreign languages in the national education system in the period 2008 – 2020” was approved by the Prime Minister on 30/9/2013. This is to aim at comprehensively renovating the teaching and learning of foreign languages in the national education system, implementing new curricula and teaching programs at all levels. It is expected that by 2015, a significant progress will be made in the level of proficiency in the use of foreign languages in human resources, especially in some priority areas. By 2020, most of Vietnamese youths graduating from secondary schools, colleges and universities have the ability to speak foreign languages independently, confidently in communication, learning, working in an integrated, multilingual and multicultural environment; Foreigns languages become the strength of the Vietnamese people, serving the progress of industrialization and modernization of the country [9]. However, science teachers in general English and physics in particular are facing many difficulties, such as program-oriented issues, learning materials, methods and forms of organization. To help teachers have an overview of materials search, composition, teaching and research for students, to effectively teach physics in high school curricula in English. 1 Starting from the above reasons, I chose the topic: “Design of English electronic lectures for teaching chapter “Electromagnetic induction”, Physics 11th grade to research. 2. Aims of the study Design of English electronic lectures for teaching chapter “Electromagnetic - induction”, Physics 11th grade to develop foreign language skills for students. Design of English lesson plans for teaching chapter “Electromagnetic - induction”, Physics 11th grade - Design study card and consolidation exercise. - Evaluate the quality of electronic lectures. 3. Research tasks - Research the theoretical and practical basis of the topic. - Design of English electronic lectures for teaching chapter “Electromagnetic induction”. 4. Subjects and scope of the study - The content of the chapter “Electromagnetic induction” in Physics 11th grade and similar content in English. - Research scope: Chapter “Electromagnetic induction” in Physics 11th grade. 5. Methods of study - Theoretical research method: Research related material to the topic. - Practical research methods: Rubric. - Consult expert . 2 CONTENTS CHAPTER I: LITERATURE REVIEW AND PRACTICAL RESEARCH 1.1 Theoretical background of teaching the natural sciences subjects in English 1.1.1. Levels of teaching the natural sciences subjects in English Teaching science in English is beneficial to the development of the brain of students, helping them to have better memory, better concentration, and the ability to get rid of irrelevant information. Where English is not the mother tongue, teaching science in English is carried out gradually by three levels: - Level 1: Teachers provide some Physics terms in English for students. Then teachers teach in the classroom, communicate mainly in Vietnamese. In this way, students will not be able to develop important skills in learning English, such as speaking, writing and communication skills. - Level 2: Bilingual teaching - simultaneous 50% English and 50% Vietnamese. This approach is often used in complex situations, which are too new for students to catch up and fail to grasp the content of the problem. - Level 3: Teaching and organizing activities entirely in English.This method is often used when the level of students is the same and the content is not too complicated but relatively familiar with the students. By maximizing the use of this method, students will have the opportunity to improve their English language skills [2]. 1.1.2. The roles of teaching the natural sciences subjects in English English is an international language widely used in wide variety of fields including science, technology and education. Therefore, English is a tool for us to access advanced education and modern science and technology. Vietnam is a developing country and international integration which help us to improve the efficiency of education and training, exchange and apply advanced technologies in the world. 3 Teaching physics and natural sciences in English at high school that is a strategic direction that will help solve the high demand for quality human resources in the coming years [5]. 1.2 Practical basis of teaching the natural sciences subjects in English In the current socio-economic context, Vietnam is gradually integrating into the world. In particular, the ASEAN Economic Community established on December 31st 2015, has brought more opportunities and challenges than ever for Vietnam in general and our country’s education in particular to train generations. The youth have the ability to study and work in the international environment. Therefore English plays an important role. Based on the results of the survey of 148 high school students in schools in Da Nang City with the theme "Students' interest in learning bilingual EnglishVietnamese language", most of the students look forward to traveling and a small number of students preparing to study abroad in developed countries using English as the United Kingdom, the United States. Thus, teaching science in English is very necessary, helping students increasingly closer to the world science. Most of the students now aware of English play a very important role since their English learning motivation are based on their own orientation. From the 2011 – 2012 school year, the teaching Math and the natural sciences subjects in English has been implemented in some high schools but it has some difficulties. First, it is difficult for teachers: Firstly, the capacity of foreign language teachers is still low, not meeting the demand for teaching bilingual teaching in schools. Most teachers graduated from the majors in Vietnamese, new English skills. Grade A, B, C according to Vietnamese standard or based on self-study and self-improvement. The environment of foreign language interaction of teachers, many place almost no, so the deployment of bilingual teaching became a difficult problem, heavy with them. Secondly, the level of English proficiency of students in rural, urban, and urban centers is uneven. Not to mention pupils are children of border people, islands economic areas with special difficulties. Not all children can pronounce the standard have a vocabulary, grammar rich to quickly access the lesson (while 4 English used in these lessons are specialized terminology). Guidance for children to adapt and adapt to this model also need time and longer route. Third, the standard textbook for bilingual teaching has not been officially issued. The legal implications of bilingual teaching programs also make it hard to fathom as there are no specific guidelines from the Ministry of Education and Training. Most teachers have to learn, study, consult other sources of information to develop the unit. Besides, there are still mixed opinions in evaluating the quality of translation of textbooks for this work [4]. In recent years, there has been an urgent need for teaching science in English, so some authors have studied the subject: Pham Kim Chung has studied the topic: “Organizing the teaching of natural sciences in English for high school students”. Presentation of the experimental results of Developing a teaching and learning plan for physics for the 10th grade students of the High School of Education Science in Hanoi in May 2017 with 26 English multiple choice questions. The effectiveness of teaching CLIL helps students improve their ability to use English to study natural sciences; increase the excitement, promote the positive, active, improve the quality of teaching [3]. Physics Classes in bilingual English - Vietnamese Optical part, grade 11 Physics by Le Hang [11]; Design electronic lecture bilingual English-Vietnamese chapter “Direct current”, Physics 11th grade by Nguyen Thi Hop [4], etc. Teaching Physics in English A Continuing Professional Development for NonNative English-Speaking Teachers in Thailand by Chaninan Pruekpramool [8]. 1.3. Electronic lecture 1.3.1. Electronic lecture concept Electronic lecture is a form of classroom-based programming in which all teaching plans are programmed by the teacher through a multimedia environment created by the computer [5]. 1.3.2. The roles of electronic lecture in teaching physics at high school The most convenient environment for conducting electronic lectures is the multimedia classroom equipped with computers, projectors, audio-visual 5 equipment. Besides using modern teaching methods, it should be combined with traditional media such as blackboard, white powder. There are many problems involved in calculating, so many teachers can write on the board so students can understand better. When teaching by eLearning requires teachers to invest more. But once it is put into use, the correction and addition will be easier, students are better known. Students can be copied to install to the home for reference if the article is posted on the students, colleagues can refer to research, comments. Other way, Physics is an experimental science, so in teaching Physics, experimenting is a very important part that not only increases the attractiveness of the subject, but also helps students understand the deeply theory. But more important is to give students a visual acumen. However, in a class with limited time, experiment apparatus and experiments are difficult to observe with the naked eye, the use of virtual experiments, flash, video, images are integrated in the electronic lecture is very effective for teaching Physics in high school. Thus, electronic lecture has very important role in teaching Physics, providing knowledge and useful materials for teaching. 1.3.3. The process of design English electronic lecture for teaching Step 1. Determine the purpose and requirements of the electronic lecture The goal here is the learning objective, not the instructional goal. We are reading textbooks, incorporating local and foreign references to understand the content and purpose of each item in the lesson. On that basis, determine the target of the whole lesson about knowledge, skills and attitudes. That is the goal of the lesson. Step 2. Select basic knowledge, focus, generalization, and high filtering to organize them into slides This is an important step in expressing the whole contents of the lecture. The contents of the slides should be really distilled from the basic knowledge of each chapter, item and paragraph. The amount of information contained in a slide is not much, so the teacher must have synthesized and generalized thinking to select and filter the most basic knowledge into the slide. This step, teachers do well, the electronic lecture plan will ensure knowledge transfer. 6 Step 3. Collection of material related to the content, construction of documentation In addition to the collection of materials to supplement and expand knowledge from books and related reference materials; it is important and necessary to build a documentation store. This is a necessary condition for effective exploitation of the PowerPoint software program, the more abundant the archives, the higher the possibility of exploitation, the more diverse. Sources for teachers to collect documentation: - Information on the Internet: This is really a huge information store, we can search information by topic. By search engines, we go to the website related to the topic to find. - The information on the CD-ROM, VCD: Now the information on the CDROM and VCD is very rich, can select the necessary information for the content of the lecture to enter the archives. In addition, the pictures and information related to the content of the lecture are very rich can be an important source for us to add to the archives. Step 4. Develop scripts for electronic lecture plans: This is an important step in the design of the lecture. The construction script must ensure the principles of pedagogy and contents of basic knowledge of the lecture, meeting the set objectives and requirements. Discovering and exploiting the strengths of PowerPoint to enhance the activeness of cognitive processes in learners’ learning activities. Construction scenarios depend on the products that are available in the archives. Teachers need to make the right choice to build quality scripts. Step 5. Select the language or demonstration software to build the electronic lecture. Once the materials are available, the basic knowledge is selected the teacher needs to select the language and the demonstration software to conduct the electronic lectures. Depending on the specific content that information on each slide can be text, graphics, pictures, sound and video. The text should be brief, dynamic. 7 Use a common, simple font; the color of the text is uniform. Presentations should use block diagrams so that participants can immediately see the logical structure of the content to be presented. For each lecture should use the frame, the background color uniform for the slide. Limit the use of too bright or contrasting colors. On the other hand, it should not be too much to use the demonstration software in a "flying" manner to attract unnecessary curiosity for learners, dispersing the students' attention. It is important to use the demonstration software to focus on the core content, to fully exploit the underlying ideas within the demonstration audience by addressing issues, guidelines, and organization. Develop cognitive to develop the thinking of the learner. Finally, make the link between the slides logically. This is an important work that creates the advantages of electronic lecture so we need to maximize the linking ability, thanks to this linking ability that the lecture is organized flexibly to help students acquire the knowledge. Step 6. Run the program, repair and finish. After the design is completed, they must be run and check, especially the link to carry out repairing and finishing. 1.3.4. Some notes for designing electronic lectures: The color of the background: Teachers should follow the principle of contrasts the slideshow will be more prominent. For example, when we use dark backgrounds, we use only bright or white text. In contrast, we use only bold text (black, dark blue, dark red, etc.) on a white or bright background. Fonts: Fonts should be bold, clear and neat. We are using basic fonts such as Times New Roman and Arial of Unicode or VNI-times of VIN-Windows. Size: Select the appropriate font size, the font size of the title is usually 32, the normal letter is 28. Layout content: Teachers should not overlay the background image from top left down to left, which should leave space evenly on both sides and in the 8 appropriate proportion (usually 1/5), to ensure aesthetics, sharpness and no loss of detail when projected onto the screen. In addition, the pictures, photos or clips may be good, but they are faint we should not be used because it does not provide the information specified as desired. 9 CHAPTER II: ENGLISH LESSON PLANS FOR TEACHING CHAPTER ELECTROMAGNETIC INDUCTION, PHYSIC 11TH GRADE 2.1. Structural and content analysis of the “Electromagnetic induction”: 2.1.1. Features chapter: The "Electromagnetic Induction" chapter is the fifth chapter in the Basic Physics Class 11 program. This chapter includes 7 periods: 4 theoretical periods, 2 exercises periods and 1 test. Electromagnetic induction is one of the most fundamental phenomena of electrodynamics. This phenomena study is not merely a study of phenomena, but also the accumulation of knowledge that assures the deep understanding and understanding of the physical applications of phenomena to life and technology. It can be said that students can only grasp the principle of producing alternating current, the principle of AC and DC generators, ... when students understand the nature of the phenomenon of electromagnetic induction and the rules governing this phenomenon. Moreover, the study of phenomena is based on the knowledge of the phenomenon of electromagnetic induction has been studied before, so once again help students can understand the knowledge. Based on this electromagnetic induction, one can explain the presence of electromotive force in a moving wire segment that cuts off magnetic induction lines, explains the inductance phenomenon as well as the output, Foucault current, ... The learning process of the knowledge in this chapter requires and allows students to become acquainted with the specific cognitive methods of physics, in particular the empirical method. Together with the effect to help students master the phenomena, concepts, laws and physical principles of the application, the chapter "Electromagnetic induction" is also a means to practice skills, brain and limbs, thereby broadening the basic understanding while promoting the creative capacity of students. 2.1.2. Task of the chapter: Learn about the phenomenon electromagnetic induction, concepts, laws, and applications related to this phenomenon. 10 2.1.3. Schema logic content knowledge of the chapter: Figure 1 Schema logic content knowledge of the chapter “Electromagnetic induction” 2.1.4. Standard the knowledge, skills of the chapter “Electromagnetic induction” THEME LEVELS NEEDED a) The phenomenon Knowledge: of electromagnetic - Experimental discription of the phenomenon induction. Magnetic electromagnetic induction. flux. The induced - Write the formula of calculating the magnetic flux passing electromotive force. through area. Discribe ways to change magnetic flux. - Speech Faraday’s law of electromagnetic induction, Lenz’s law of induced current and write the formula:  c   b) The phenomenon - State the Foucault current. 11  t of self-induction. - State the phenomenon of self-induction. Self-induced - State self-induction and the unit of self-induction. electromotive force. - State the magnetic field energy of a self-induced solenoid Self-induction. and every magnetic fields carry energy. Skills: - Do experiment on electromagnetic induction. c) The magnetic field energy of a - Calculate the electromagnetic induction in the case of magnetic flux through a closed circuit that changes over time. self-induced - Determine the direction of the induced current according to solenoid. Lenz's law. - Calculate the self-induced electromotive force in the solenoid when the current passing through it has the intensity varying over time. Table 1 Standard of knowledge, skills of the chapter “Electromagnetic induction” 2.2. Design the process of teaching electronic lecture in the chapter “Electromagnetic induction”: 2.2.1. Objectives: By studying this chapter you should get to understand the nature of the two kinds of electromagnetic induction, the differences between them and their common features. To demonstrate this understanding you should be able to explain the principles of electromagnetic induction and discuss examples of each of the two types. 2.2.2. Lesson structure: - Electronic lectureis entirely in English: content, images, videos are in English. - Vocabulary, handouts with relevant questions and problems provided by the teacher at the previous lesson. - Teacher delivers content in English. - The exercises are compiled in English. 12 2.2.3. Specific teaching process: 2.2.3.1. Magnetic flux. Electromagnetic induction UNIT 23: MAGNETIC FLUX. ELECTROMAGNETIC INDUCTION (Period 1) A. OBJECTIVES: 1. Knowlegde: Students will be able to: - Write the formula and understand the physical meaning of the magnetic flux. - Understand the concept the phenomenon of electromagnetic induction. 2. Skills: - Solve exercises related to flux and electromagnetic induction. - Translate some main vocabulary into Vietnamese: + Induce/ produce + Electric current/ Electricity + Magnet/ Magnetic field/ Magnetic field lines/ Magnetic flux + Initial magnetic field/ final magnetic field + Electromagnetic induction + Experiment + A closed circuit/ Battery/ Galvanometer + Wire/ a loop/ a coil/ a soleniod + Direction + Intensity + Induced current/ induced voltage + Right hand rule 3. Attitude: - Positively related knowledge to reality. 13 B. Enjoy and be active in learning professional vocabulary. PREPARE: 1. Teacher: - Videos on the phenomenon of electromagnetic induction. - Powerpoint. - Study card. STUDY CARD UNIT 23: MAGNETIC FLUX. ELECTROMAGNETIC INDUCTION 1. Vocabulary: - Induce/ produce - Electric current/ Electricity - Magnet/ Magnetic field/ Magnetic field lines/ Magnetic flux - Initial magnetic field/ final magnetic field - Electromagnetic induction - Experiment - A closed circuit/ Battery/ Galvanometer - Wire/ a loop/ a coil/ a solenoid - Direction - Intensity - Induced current/ Induced voltage - Right hand rule 2. Main contents: a. The formula of magnetic flux: The names and units of the quantities in the formula: The unit of magnetic flux: b. The phenomenon of electromagnetic induction: 3. The state of Lenz’s law: 4. The Foucault current: - Homework. - Table content: 14
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