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辩证唯物主义认为,在实践的基础上由感性认识到理性认识过程是第一次飞跃;由理性认识到实践是认识过程的第二次飞跃。中学物理教学中,学生关于物理知识的认识,基本只停留于第一次飞跃,没有第二次飞跃。如牛顿第二定律的教学流程是先通过实验探究加速度a与外力F和质量m的关系,归纳出牛顿第二定律a=F/m;再让学生完成应用牛顿第二定律的相关习题。笔者认为做习题没有实现从理论认识到实践的第二次飞跃,因为习题是经过抽象后的模型,是符号构成系统,仍然是符号演算活动,不是实在的学生实践
Dialectical materialism holds that, on the basis of practice, realizing the process of rational cognition by perceptualism is the first leap forward; from the rational understanding, practice is the second leap in cognitive process. In middle school physics teaching, students' understanding of physical knowledge basically only stays in the first leap, and there is no second leap. For example, Newton's second law teaching process first explores the relationship between acceleration a and external force F and mass m by experiment, and concludes that Newton's second law a = F / m; then let students finish the application of Newton's second law related exercises. The author thinks that the exercises do not realize the second leap from theory recognition to practice. Because the exercises are the models after abstraction, the system of symbols, the activity of the symbols, and not the actual student practice