一、课堂教学活动的理论指导认知心理学的研究表明,学生的知识形成过程是外来的信息与学生原有知识和思维结构相互作用的过程;学生的物理能力是通过活动作为中介形成的;在活动中进行思考,在思考中进行活动是青少年的一个重要心理特征。传统的物理教学基本上是单向灌输式的教学,忽略了学生主体的活动过程,学生处于被动接受的地位,学受制于教,严重地阻碍了学生的思维发展。为了达到提高每一个学生的物理能力 First, the theoretical guidance of classroom teaching activities Cognitive psychology research shows that the process of students’ knowledge formation is the process of interaction between external information and students’ original knowledge and thinking structure. Students’ physical ability is formed through activities as intermediaries. To think in activities and to think in activities is an important psychological feature of adolescents. The traditional physics teaching is basically a one-way inculcating teaching, neglecting the activity process of the student subject, the students are in a passive position, learning is subject to teaching, which seriously hinders the students’ thinking development. In order to achieve each student’s physical ability to improve