教师在物理教学中对学生思维能力的培养,通常采用的方法有如下几种。一、质疑学起于思,思源于疑。引导学生质疑,就能引发学生探究反思。例如,在浮力教学中为了使学生弄清浮力的大小与哪些因素有关,遵从什么规律,可以用学生熟悉的例子问学生:为什么木块能漂浮在水面上而铁块却沉入水底?再进一步问:用钢铁制成的万吨巨轮为什么可以漂浮在水面上?这个实例使学生对“因铁重而下沉”的结论产生了怀疑,从而引起思维。二、引趣富有趣味的东西,特别能引起学生思维。例如,在学生 Teachers in physics teaching of students thinking ability, the commonly used methods are as follows. First, the question learned from thinking, from doubt. Guide students to question, you can trigger students to explore reflection. For example, in buoyancy teaching, to clarify what factors the buoyancy forces are related to and what rules to follow, students may be asked to familiarize themselves with the following examples: Why do wooden blocks float on water while iron blocks sink to the bottom? Q: Why can a thousand-ton ship made of steel float on the surface of water? This example casts doubt on the student's conclusion that “the sinking is caused by the weight of the load”, which leads to thinking. Second, interesting interesting things, in particular, can cause students to think. For example, students