论文部分内容阅读
在物理教学中,使学生经历知识的形成过程,引导他们从中获取知识和学会怎样学习、研究物理内容,一般可以运用这样的教学认识过程:问题、探索、证明、应用和总结。以下举电场强度概念的教学过程为例,谈一些我的认识和做法。以往我在讲述电场强度概念时,首先根据库仑定律证明电场中某一点处F/q为恒量,然后分析比值F/q的物理意义——比值越大的地方,放在那里的单位电荷受到的电场力就越大,说明那里的电场越强,由此定义比值F/q叫电场强度。这大体是按照现行高中物理课本编写的思
In physics teaching, students are experienced in the process of forming knowledge, guiding them to acquire knowledge and learn how to study and study physical content. Generally, such teaching can be used to understand the process: problem, exploration, proof, application and summary. The following takes the teaching process of the concept of electric field strength as an example to discuss some of my understandings and practices. In the past, when I was talking about the concept of electric field strength, we first proved that F/q was a constant at a certain point in the electric field according to Coulomb’s law, and then analyzed the physical meaning of the ratio F/q—where the ratio is larger, the unit charge placed there is affected by The greater the electric field force, the stronger the electric field there is, thus defining the ratio F/q called electric field strength. This is roughly in accordance with the current high school physics textbooks