牛顿第三定律在动力学体系中理解难度不大,但是学生在某些问题上似懂非懂,是课堂教学的疑点所在.教师如果对这些教学疑点没有切实把握,就会导致一些教学误区,不利于学生认知的深化,容易出现思辨性错误.对于这一系列问题的处理,笔者有如下思考.一、基本教学思路的布局有些教师在引导学生对牛顿第三定律进行探究之前,都立足于这样的教学假设:学生对力作用的相互性一无所知.因此,在课堂导入阶段,给学生 Newton’s third law in the kinetic system is not difficult to understand, but students understand and understand some issues, is the doubt of classroom teaching where teachers do not have the practical grasp of these teaching doubt, it will lead to some misunderstandings, Is not conducive to the deepening of student cognition, prone to speculative errors.To deal with this series of questions, the author has the following considerations.One, the layout of the basic teaching ideas Some teachers before guiding students to explore the third law of Newton, have a foothold In this teaching hypothesis: students know nothing about the mutual effect of force, so in the classroom induction phase, to students