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知、情、意三者的关系,说明情感在物理教学活动与学习活动中的重要性.进而以生活为视角,从教学活动中语言解读的通俗性与物理演示实验、图片和动画模拟的显性激趣等方面挖掘教学内容与学生的学习情感;再结合物理学史的教育功能,活动学习中自制实验教具与数字系统实验室的实验探究,科技活动指向内在的求索生成,讨论实现情感的瞬时性到情感稳定性的生成跨越问题.
The relationship between knowledge, feeling and meaning, and the importance of emotion in physics teaching activities and learning activities.Then from the perspective of life, from the perspective of language activities in teaching activities, the popularity and physics demonstration experiments, pictures and animation simulations Sexual excitement and other aspects of mining teaching content and student learning emotion; combined with the history of physics education function, activity learning self-made experimental teaching aids and digital system laboratory experiment and exploration, scientific and technological activities point to the internal search to generate, discuss the realization of emotion Transient to emotional stability generated by the problem.