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随着试题的标准化,客观题在物理试题中占了相当大的比例。作为平时的试题对学生要起到巩固基础知识、提高能力的作用,对老师要起到找出放学中的薄弱环节的作用,当然客观上也反映出同学闻学习上的差距。然而笔者却发现有的客观题(包含有的流行习题)却不能起到上述作用,某种意义上说,起到的却是“肯定”学生的错误。现举电学、力学、力电结合各一例说明。 [例1] 图1所示三个电阻并联,R_1=0.5Ω,R_2=1Ω,R_(?)=2Ω,A、B间R_(AB)=____。
With the standardization of test questions, objective questions account for a considerable proportion of physics questions. As a normal test item, students should play a role in consolidating basic knowledge and improving their abilities. They must play a role in finding out the weak points in the course of schooling. Of course, they also objectively reflect the disparity in students' learning. However, the author finds that some objective questions (including some popular exercises) do not play the above-mentioned role. In a sense, what is played is “a positive” student's mistake. Here are examples of the combination of electricity, mechanics, and power and electricity. [Example 1] The three resistors shown in Figure 1 are connected in parallel with R_1 = 0.5Ω, R_2 = 1Ω, R_(?) = 2Ω, and R_(AB) = ____ between A and B.