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一、问题的提出电容是物理学中一个重要而抽象的概念,长期以来,由于中学物理实验条件的制约,不能直接用仪器测定电容器的带电量,从而用比值的方法来抽象出电容的概念,也就成为一句空话.反思教师的教学设计,通过交流及网络查询,在教学过程中教师普遍采用以下几种教法.1.教材中的教法教材指出:“充电后电容器的极板间有电势差,这个电势差跟电容器所带的电荷量有关.实验表明,一个电容器所带的电荷量 Q 与电容器两极板的电势差U成正比,比值 Q/U 是一个常量.但不同的电容器,
First, the issue put forward Capacitance is an important and abstract concept in physics, for a long time, due to the constraints of high school physics experiment conditions, can not be directly measured by the instrument capacitor charge, which uses the ratio method to abstract the concept of capacitor, It becomes a nonsense.Review the teacher’s instructional design, through the exchange and network inquiries, teachers generally use the following teaching methods in the teaching process.1 teaching materials in the textbook pointed out: ”after charging the capacitor between the plates There is a potential difference, the potential difference with the amount of charge brought by the capacitor.Experiments have shown that the amount of charge Q brought by a capacitor is proportional to the potential difference U between the two plates of the capacitor, the ratio Q / U is a constant.But different capacitors,