余振德老师感觉到现行高中物理课本第三册第三章蓄电池一节课文介绍的太粗略,有严重脱离实际的倾向,以至学生读了这一节书,还是茫然无知,实际应用起来更是无从下手.余老师所举的例子:第一、就是课文中谈到充电、放电,但到底怎样充?充电、放电时又应该注意些什么?书中只字未提;第二、课文中又谈到充电时正极变成二氧化铅,负极变成铅,到底为什么会发生这样变化?文中也未提.余老师为了使学生通过这一节学习,解决上述的问题,就打破了老师讲学生听的旧框框.聘请了仪器室的工人同志上课,学生进行充电实习,继之展开讨论,最后余老师又帮助学生解决一些理论上的问题. 我不打算来涉及讲这一课的过程,只就这一课所采取的措施和余老师作一商榷.我认为余老师根据这节课的教材本身采取了这种教学形式是很好的.确实余老师所提及的关于原课本中问题是存在的,虽然我 Teacher Yu Zhende felt that the current section of the third chapter of the senior high school physics textbook was too sketchy. There was a serious tendency to dissociate himself from the reality. Even if the students read this book, they would be ignorant and could not even start to use it. Example given by Ms. Yu: First, the text talks about charging and discharging, but in the end, what should I pay attention to when charging and discharging? There is no mention in the book. Secondly, the lesson is mentioned in the text. When charging, the positive electrode becomes lead dioxide, and the negative electrode becomes lead. Why did this change occur? There is no mention in the text. In order to enable students to pass this section to learn and solve the above problems, the teacher broke the teacher’s speech. In the old frame, the comrades in the equipment room were hired to take classes, students practiced charging, followed by discussions. Finally, the teacher helped the students to solve some theoretical problems. I didn’t intend to involve the process of teaching this lesson. The measures taken in the first lesson were discussed with Professor Yu. I think that Yu’s teacher has taken this form of teaching according to the teaching materials of this class. It is very good indeed. The teacher’s reference to the original textbook The question is there, although I