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一、通过探索性实验,为学生创造一种思考问题的情境思维能力是在思考的过程中发展和提高的。通过物理实验——尤其是探索性的实验,能给学生创造一种思考问题的情境,有利于思维训练。如“密度的应用”一节,习惯的讲法是通过举例题,总结归纳密度的三种应用。我改为让学生做三个实验:1.用一把刻度尺去测一块砖的质量(砖的密度已知);2.用一架天平去测一团乱铁丝的长度(铁丝密度、横截面积已知);3.用一个弹簧秤和一个量筒鉴别一个金属块是什么金属。再如“物体的浮沉条件”一节,给学生一个弹簧秤和一个装水的量筒,
First, through exploratory experimentation, creating a problem-solving situational thinking ability for students is developed and improved during the process of thinking. Through physical experiments—especially exploratory experiments—it is possible to create a problem-solving situation for students that is conducive to thinking training. For example, in the “Application of Density” section, the customary approach is to summarize the three applications of inductive density through example questions. I instead let students do three experiments: 1. Use a scale to measure the mass of a brick (the density of the brick is known); 2. Use a balance to measure the length of a mess of wire (wire density, horizontal The cross-sectional area is known.) 3. Use a spring scale and a graduated cylinder to identify what metal a piece of metal is. Another example is the “Floating conditions of objects” section, giving students a spring scale and a water-filled cylinder.