论文部分内容阅读
物理是一门系统性很强的学科,教师应当在新授课中按知识形成的过程循序渐进地教学。然而教学中教师往往忽视具体过程,就条件论条件,就问题讲问题,学生只知其然,而不知其所以然。解题中未理清物理过程的习惯不利于学生真正掌握知识和提升能力。本文以高三物理交流电复习课为例,强调教师在讲解物理题目时应重视知识的发生、形成和发展的过程,在理清物理过程的同时提高能力,强化理解,实现教学的良性循环。
Physics is a highly systematic subject. Teachers should follow the process of knowledge formation in new lectures progressively. However, teachers tend to ignore the specific process of teaching, the conditions of conditions, to ask questions about the problem, students know only then, but I do not know why. Solving the problem of not clearing the physical process is not conducive to students’ real knowledge and ability. In this paper, the senior high school physical alternating current review class as an example, emphasizing that teachers should pay attention to the occurrence of knowledge, formation and development process in explaining the physics topic, improve the ability while clarifying the physical process, strengthen understanding and realize the virtuous circle of teaching.