皮亚杰的发生认识论认为,知识不是由外部灌输进来的,也不是由学生内部自发生成的,而是在主体间的活动——交往中逐渐形成的。笔者以“动能与动能定理”(下简称“动”)例,谈谈从教学设计到课前准备,再到教学实施,始终从主体间性理论和交往理论出发,突破课堂教学中存在的时弊,拓展物理教学的教育功能,实现物理教学的本真回归。一、沟通是教学交往的基本方式交往行为是指主体间通过符号协调的互动,通过对话沟通,达到人与人之间的相互理解和一致。但在 Piaget’s Epistemology argues that knowledge is not instilled by the outside, nor spontaneously generated by the students, but gradually formed through the activity-interaction among the subjects. The author of “kinetic energy and kinetic energy theorem” (hereinafter referred to as “move ”) cases, talked about from the teaching design to pre-class preparation, to the implementation of teaching, and always from the intersexual theory and communication theory, breaking the classroom teaching In the existing shortcomings, expanding the physical education teaching function, to achieve the true return of physics teaching. First, the communication is the basic way of teaching interaction Communication behavior refers to the interaction between the main symbol through the dialogue, through dialogue and communication, to achieve mutual understanding and consistency between people. But in