一、设置问题常规导入《变压器》一节的教学中讲授完变压器概念后,我便设问:同学们我们前面是否也学习过类似的装置呢?来引发学生思考.学生通过思考讨论会想出滑动变阻器的分压式接法也可以控制改变电压的输出.接着发问:分压式接法对电压的调节情况如何?学生思考讨论会得出:只能获得比电源更低的电压,不能获得比电源更高的电压.再发问:如果要获得比电源更高的电压应该怎么办?顺势导入新课.二、利用物理美学导入自然界的美通常意味着一种和谐匀称的景象,物理学作为 First, set the problem General into the “Transformer” After teaching the teachings of the concept of the transformer, I set asking: students in front of us whether we have also studied a similar device? To trigger student thinking. Students think through the discussion seminar Slide rheostat voltage-divider connection can also control the output voltage change. Then ask: how to adjust the voltage divider connection situation? Students think the discussion concluded that: can only get lower than the power supply voltage can not be obtained Second, the use of physical aesthetics into the beauty of nature usually means that a harmonious symmetry of the scene, physics as a