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随着新课改的不断推进,教师们逐渐形成这样的理念:在教学中应从问题中来,到问题中去.物理问题来源于生活,物理的学习可以通过在教师预设的问题情境中通过体验、实验、理论探究等自主建构.而问题情境的设置又应该和教学梯度相结合,以便帮助学生完成支架的搭建,达到预设的能力生成要求,即在撤去这种支架后学生已完成了教师所期望的某节课中知识和能力的自主建构.1理论依据问题情境教学是指从学生认知水平、心理、情感需要出发,以比较现实的、有趣的问题或与学生已有知识相联
With the continuous advancement of new curriculum reform, teachers gradually formed the idea that the teaching should be from the problem to the problem.Physical problems come from the life, the physical learning can be passed in the teachers’ pre-defined problem situations Experience, experiment, theoretical inquiry, etc. The setting of the problem context should be combined with the teaching gradient so as to help the students complete the construction of the scaffold and achieve the preset capability generation requirement, that is, after the scaffolding is removed, the student has completed Teachers expect a class of knowledge and ability of self-construction .1 theoretical basis of the problem situational teaching refers to the cognitive level, psychological, emotional needs of students, with more realistic, interesting questions or with the students have the knowledge phase United