过去物理课堂上学生的分组实验,总是从验证定律的正确性和现象的规律性出发,通过实验达到使学生相信和巩固的目的.教师课堂上的演示,也是围绕着引出定律、导出概念而进行的.如果以党的教育方针来衡量,不能不认为是一严重的缺点,使学生思维、分析、综台能力不能得到高度的发挥,学生的学习也往往处在被动地位. “电磁现象”这一课题,从大纲到课本的要求来看,只是要求教师在课堂上通过演示来验证法拉第所发现的电磁关联性而已.就从课本的叙述来看,也是不够恰当的. “在1822年英国科学家法拉第确定了他研究的题目:‘磁转变成电’.……直到1831年8月29日他才得到一个肯定的结果,……为了清楚地了解法拉第是怎样解决‘磁转变成电’这个问题,我们来做他做过的实验.” 显然,这样的叙述没有把法拉第的发现建筑在当时生产的发展与动力来源的矛盾基础上,也没有积极 In the past, students’ grouping experiments in the physics class always proceeded from the correctness of the verification law and the regularity of the phenomena, and achieved the purpose of convincing and consolidating the students through experiments. The demonstrations in the teacher’s class also centered on eliciting laws and deriving concepts. If it is measured by the party’s education policy, it must be considered as a serious shortcoming, so that students’ thinking, analysis, and comprehensive ability cannot be brought into full play, and students’ learning is often in a passive position. “From this point of view, from the outline to the requirements of textbooks, teachers are required to demonstrate Faraday’s electromagnetic correlation through demonstrations in the classroom. From the narrative of textbooks, it is not adequate.” In 1822, the British scientist Faraday identified the topic of his study: ’Magnetism was transformed into electricity’....On August 29, 1831 he got a positive result... In order to understand clearly how Faraday’s solution “We’ll do the experiment he did.” Obviously, this statement does not base Faraday’s discovery on the contradiction of the development of production and the source of power at the time. On, no positive