论文部分内容阅读
高三第一轮复习中,在一道三自由电荷共线平衡电荷间的关系的习题课中,我采用了不同的教法得到不同的效果,引起了我对不同教学设计产生教学差异的思考部分实录如下:一、课堂教学过程对比例:已知真空中的两个自由点电荷A和B,Q A=9Q,Q B=-4Q,相距L,如图1所示。若在直线AB上放一自由电荷C,让A、B、C都处于平衡状态,则对C的放置位置、电性、电量有什么要求?
In the first round of the third year of high school, I used different teaching methods to obtain different effects in a three-charge free-charge collation to balance the relationship between charges. This caused some myths about some teaching differences between different instructional designs As follows: A comparison of classroom teaching process: two free points in a vacuum known charge A and B, QA = 9Q, QB = -4Q, separated by L, shown in Figure 1. If put a free charge C in the straight line AB, let A, B, C all be in balance state, then place the position of C, electric sex, electric quantity have what requirement?