“大气的压强”是初中物理中一个重要的物理现象,如何教好这一物理现象,这是教好大气压这一部分内容的关键,同时也影响高一级学校的教学。在教学过程中由于课本借鉴了液体压强的知识叙述了大气压产生的原因,并演示课本上P.122,图5-38的演示实验来说明空气有重量,从而推理出大气有压强。同时用覆杯实验及马德堡半球实验来验证大气压的存在,而课堂上演示实验时只有少数同学能看清楚,大部分学生只能听老师讲。按照课本讲完,学生似懂非懂,感知不够深刻,学得不牢,也不活,为了使学生感知深刻,学得扎实,学得活,达到培养学生的动手能力,本人就这一节课的教学作如下改进:(1)将教师讲授,演示实验教学变为学生分组实验,教师指导、启发学生实验;(2)在学生实验的基础上,教师提问质疑,师生共同分析总结,以这样形式来进行教学。其过程如下: “Atmospheric pressure” is an important physical phenomenon in junior high school physics. How to teach this physical phenomenon well is the key to teaching this part of atmospheric pressure, and it also affects the teaching of higher schools. In the teaching process, the reason why the pressure of the atmosphere was generated was explained by the textbook’s knowledge of the pressure of the liquid. Demonstration experiments on the textbooks P.122 and Fig. 5-38 were used to illustrate the weight of the air and thus the atmospheric pressure. At the same time, the existence of atmospheric pressure was verified by the cup-covered experiment and the Maidborg hemisphere experiment. Only a few students in the classroom demonstrated the experiment and most students could only listen to the teacher. According to the textbooks, the students seem to understand and understand, the perception is not deep enough, they are not strong enough to learn, and they do not live. In order to make the students perceive deeply, learn solidly, learn to live, and develop students’ hands-on ability, I am in this section. The teaching of the course is improved as follows: (1) The teacher teaches, the demonstration experiment teaching turns into a student grouping experiment, the teacher guides and inspires the student’s experiment; (2) On the basis of the student’s experiment, the teacher questions and questions, the teacher and the student jointly analyze and summarize, Teaching in this way. The process is as follows: