论文部分内容阅读
物理概念的教学永远是物理教学研究的重点之一。以往人们大多从教育学、心理学或物理学本身的角度讨论物理概念的教学,较少从逻辑学的角度去研究它。即使有些文献论及也仍缺乏全面系统地论述。本文试图从逻辑的角度全面系统地讨论一下物理概念教学的有关问题。一、物理概念的建立过程物理概念的建立过程应该有两种层次,其一是科学家创立概念的过程,其二是学生头脑中概念的形成过程。这两种过程的不同之处在于,前者属于创造过程,而后者属于学习过程。当然,这两者也有相似之处,它们都是人的认识过程。无论是科学家的创造过程还是学生的学习过程,总结起来最主要就是下面几种不同类的过程,其中前面三种是属于逻辑的过程,最后一种是非逻辑的。
Teaching of the concept of physics is always one of the focuses of physics teaching research. In the past, most people discussed the teaching of physical concepts from the perspective of pedagogy, psychology or physics, and studied it less from the perspective of logic. Even some literary references still lack a comprehensive and systematic discussion. This article attempts to discuss systematically and systematically the problems related to the teaching of physical concepts from a logical perspective. First, the physical concept of the establishment process The establishment of the physical concept should have two levels, one is the process of creating a concept of scientists, and the other is the formation of the concept in the minds of students. The difference between the two processes is that the former belongs to the creative process, while the latter belongs to the learning process. Of course, there are similarities between the two, which are all human cognitive processes. Whether the process of creating scientists or students learning process, summed up the most important is the following several different types of process, of which the first three are part of the logical process, the last one is non-logical.