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心理学的研究表明:思维是一种复杂心理过程,是由人的认识需求引起的心理活动。在物理课堂教学中,要使学生产生学习的意向,激起学生的认识需求,就要创设一种学习的氛围,使学生主动求知和思考;就要创设相关问题和操作,使学生原有的知识经验和认知结构与新知识、新方法之间形成差异性的冲突,从而造成认知冲突。这种冲突可以引起学生新奇感觉,诱发学生的关注和探索的意向。当课堂中形成了浓厚的探究的氛围时,即创设了学生的思维情境。以下就物理课堂教学的三个环节思维情境的创设谈谈自己的认识。
The study of psychology shows that thinking is a complex psychological process and is a psychological activity caused by people’s cognitive needs. In physics classroom teaching, if students are expected to learn and arouse students’ understanding needs, they must create a learning atmosphere so that students can learn and think actively. It is necessary to create relevant problems and operations to make students’ original Differences in knowledge, experience, and cognitive structure and new knowledge and methods create conflicting cognitions. This kind of conflict can cause students to feel new, induce students’ attention and explore their intentions. When a strong atmosphere of inquiry is formed in the classroom, the student’s thinking situation is created. In the following, we will discuss our understanding of the creation of the three-phase thinking situation in physics classroom teaching.