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在初中物理教学中,一些教师因过分强调概念的定义及其运用,割裂了物理知识产生的逻辑性和连续性,忽视了学生科学方法的训练和创新能力的培养。为了克服这一弊端,物理教学中,课前教师要重视物理知识的形成过程,深度挖掘物理教材,提炼原始物理问题来指导课堂教学;课堂上教师要以原始物理问题教学为栽体渗透物理科学方法教育。笔者在“光的直线传播”课堂教学中通过设计“光从哪里来”光是怎样传播的“以及”如何解释光的直线传播现象“这三个原始物理问题,重演科学活动过程,帮助学生在进一步的科学探究中理解现象背后的物理实质,加强科学方法的训练,进行了提升学生的思维能力和科学素养的有效途径与方法的探索。
In junior high school physics teaching, some teachers, due to overemphasis on the definition and application of concepts, cut off the logic and continuity of the production of physical knowledge, neglected the training of students’ scientific methods and the cultivation of their innovative abilities. In order to overcome this shortcoming, in the physics teaching, the teachers in front of the class should pay attention to the forming process of the physics knowledge, excavate the physics teaching materials in depth and refine the original physics problems to guide the classroom teaching. In class, the teacher should permeate the physics teaching with the physics teaching Methodological education. The author in the ”light of the linear transmission“ classroom teaching by design ”light from where “ light is how ”and “ how to explain the light of the phenomenon of linear transmission ”the three original physics problems, repeat Scientific activities to help students understand the physical essence behind the phenomenon in further scientific inquiry, strengthen the training of scientific methods, and explore effective ways and means to enhance students’ thinking ability and scientific accomplishment.