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高中阶段的物理量依据其是否有方向的区别而分为矢量和标量。矢量则包括学生在高中阶段中学习学到的力、加速度、位移等这些既有大小,又有方向的量。实现物理量由“无方向”到“有方向”的跨越,需要教师在教学过程中,搭建合适的“台阶”:借助位移来接触概念、通过问题运算可以更好的理解相加法则、分析力的合成来对矢量深度探究、最后在实际生活中借助例子学以致用,这样一步一个深深的脚印,步步理解“矢量”的内涵。
The physical quantities of high school are divided into vector and scalar according to whether they have direction or not. The vectors include the amount of force, acceleration, displacement, etc., both in size and direction that students learn when they are in high school. To achieve physical quantity from “no direction ” to “direction ” leap, you need teachers in the teaching process, to build a suitable “step ”: contact with the displacement of the concept through the operation of the problem can better understand the phase Addition law and analysis of the composition to explore the depth of the vector, the last in real life with the example of learning to use, so step by step a deeper footsteps, step by step to understand the meaning of “vector ”.