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教学实践中,对“自主学习”课有一定的尝试,在此谈一些体会,不当之处,敬请指正。一、在概念形成过程中自主学习物理概念教学中,常常让学生自主探索概念的形成过程,学生通过阅读、观察、动手操作、交流讨论、对比分析等加强理解,教师在课堂上要通过创设情景,引导学生在情景中学会对物理现象采用比较分析、综合抽象、概括等方式再现概念的形成过程。例如“速度”概念的教学。初中学生对“运动”现象已有初步的感性认知,所以在教学过程中创设以下情境:播放2012年伦敦奥运会女子200 m混合泳决赛的视频,然后提出问题:(1)镜头定格的这个瞬间,哪个运动员游得快?说出理由。
In the practice of teaching, there is a certain attempt on “Autonomous Learning ” class, here to talk about some experience, improper, please correct me. First, in the concept of the formation of autonomous learning physics concept teaching, students often let themselves explore the concept of the formation process, students through reading, observation, hands-on operation, exchange and discussion, comparative analysis to enhance understanding, teachers in the classroom through the creation of scenarios , Guide students to learn in the scene of the phenomenon of the use of comparative analysis of physical phenomena, a comprehensive abstract, summarized and other ways to reproduce the formation of the concept of the process. For example, “speed” concept of teaching. Junior high school students have initially perceived “Sports ” phenomenon, so in the teaching process to create the following situations: the 2012 London Olympic Games women’s 200 m medley finals video, and then ask questions: (1) freeze frame This moment, which athletes swim fast?