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在教学活动中,合理地设计问题十分重要。本文从问题逻辑的理论出发,对物理教学中的问题设计,谈点个人浅见。 1 运用问题分类和结构的理论,选择多种提问方式,启发思维,突破教学难点问题的分类和结构理论对设计多种提问方式提供了前提,当对某一问题要求论证说理时,可设置论证型的问题。例如,“为什么说摩擦力总做负功是错误的?”等,当遇某一知识点存疑处不止一个时,可利用判断型的选择式或是非式问题,例如“布朗运动是不是分子的运动”等,当遇说明事理而需提问时,可采用说明型提问方式。例如,“钢笔套上的小孔有什么作用?”等,当遇需要确定某一概念的内涵而提问时,则往往可用判断型的填空式问题,例如,“什么是稳度?什么是沸腾”等。
In teaching activities, it is very important to rationally design issues. This article starts from the theory of problem logic and discusses the design of problems in physics teaching. 1 Applying the theory of problem classification and structure, selecting multiple ways of asking questions, inspiring thinking, and breaking through the classification and structure theory of difficult teaching problems provide the preconditions for designing multiple questioning methods. When argumentation is required for a certain problem, arguments can be set. Type problems. For example, “Why is friction always doing negative work wrong?” and so on. When there is more than one suspect in a knowledge point, a judgmental or non-type problem can be used. For example, “Whether Brown’s movement is molecular ”Exercise“ and so on, when asked to explain matters and need to ask questions, an illustrative questioning method can be used. For example, “What is the role of the pen hole in the pen?”, etc. When questions need to be made to determine the connotation of a certain concept, it is often possible to use the judgment-type fill-in-the-blank problem. For example, “What is stability? What is boiling? ”Wait.