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当前物理教学改革的核心是培养学生的思维能力。我以为:初二物理教学在培养学生思维能力方面,应侧重于归纳推理为主,实验及其他教学手段为辅。其具体根据和教学实验情况如下。 一、这种观点的根据 (1)符合认识过程,符合初二物理起始教学的特点。 初二学生刚开始学习物理知识,正处于对物理现象、概念、规律认识的初期。常见的现象是:学生往往自觉或不自觉地凭借以前的经验和耳闻目睹的对有关现象的认识去理解已有一定感知的对象。这样的理解虽然是具体的,但往往局限于表面。 教师的任务就是要使新知识与学生认识结构中已有的形象建立联系,使他们具体的感知升华为抽象的理解。使他们对个别的认识推广到一般,使他们由表面的肤浅的了解深入到事物本质的、共性的内部。教师的这一教学活动渗透着归纳推理的思维方式。学生的学习过程、心理活动也融汇着这一思维方式。
The core of current physics teaching reform is to cultivate students’ thinking ability. I thought that the second physics teaching should focus on inductive reasoning and supplemented by experiments and other teaching methods to cultivate students’ thinking ability. The specific basis and teaching experiments are as follows. First, the basis of this view (1) Conformity with the cognitive process, in line with the characteristics of the physical teaching of the second day. The first two students just started to learn physics, and they are in the early stage of understanding the physical phenomena, concepts, and laws. The common phenomenon is that students often consciously or unconsciously rely on their previous experience and the knowledge of the phenomena they have witnessed to understand the objects that have already been perceived. Although this understanding is specific, it is often limited to the surface. The teacher’s task is to establish a connection between new knowledge and existing images in the student’s cognitive structure, so as to sublimate their specific perceptions into abstract understanding. To generalize their understanding of the individual to the depth of their superficial understanding of the nature and commonness of things. This teaching activity of teachers permeates the way of inductive reasoning. The student’s learning process and psychological activity also incorporate this way of thinking.