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在初中物理教学中,我们利用序列实验激发学生探索物理问题兴趣,创设认识需要的情境,启发引导学生参与认识过程。学生在这种高度兴奋和自觉活动的精神状态下,有效地接受各种信息并进行加工、推理、归纳和总结,完成学习任务。这就是我们近几年在初中物理教学中摸索的“实验启导”教法实验。现以“浮力、阿基米德原理”一节为例,教学过程如下:启发实验1:在弹簧秤下挂一钩码,观察弹簧秤示数;用手向上轻托钩码,观察弹簧秤的
In junior middle school physics teaching, we use sequence experiments to stimulate students’ interest in exploring physics problems, create situational situations that require knowledge, and inspire students to participate in the cognitive process. Students in this highly excited and consciously active state of mind, effectively receive a variety of information and processing, reasoning, induction and summarization to complete the task of learning. This is the “experiment guidance” teaching experiment we have explored in junior high school physics teaching in recent years. Take the example of “buoyancy and Archimedes principle” as an example. The teaching process is as follows: Inspired experiment 1: Hang a hook code under the spring scale to observe the number of spring scales; use the hand to lift the hook code to observe the spring balance.