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“悖论”用于高中物理教学主要是借助于情境的的创设来激发学生的探究欲望,激活学生的实践意识,借此来进一步探究接近真理。悖论情境可以渗透到高中物理教学的每一个环节,本文结合具体的实例进行分析。一、创设悖论情境,进行新课导入在进行新课导入的时候,物理教师可以结合新知识的特点,同时也要密切联系学生的已有认知结构,创设问题情境,这一情境应该凸显新颖性,即学生原有的认知体系和方法体系无法对相关问题进行解决,如果强行采用对应方法进行分析,则将产
“Paradox ” is used in senior high school physics teaching mainly through the creation of context to stimulate students ’desire to explore and activate students’ practical awareness so as to further explore the truth close to the truth. Paradox can penetrate into every aspect of high school physics teaching. This article analyzes concrete examples. First, the creation of paradoxical situations, the introduction of new courses In the introduction of new courses, physical teachers can combine the characteristics of new knowledge, but also close contact with the students existing cognitive structure, the creation of the problem situation, the situation should be highlighted Novelty, that is, students’ original cognition system and method system can not solve the related problems. If the corresponding methods are forcibly analyzed,