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我把《热量的计算》这一节作两教时讲授。第一教时,在旧知识的基础上引导学生推出两个计算公式,并应用推出的公式解题;第二教时,讲热平衡方程及其应用。本文主要谈谈运用“启发学生探索”的教学方法来讲授热量计算公式的体会。一、学好本章前三节,是学好“热量的计算”的必要基础 1.《热量》的教学 (1)在引入热量的初步概念后,强调指出热量是与物体温度变化联系着的,与物体本身温度无关,对温度不变的物体谈热量是没有什么意义的。 (2)要学生从书本中找出水吸热、放热的多少与哪些因素有关,并定性说明是什么关系。记住热量的常用单位“卡”的规定。试着给出一种新的规定——1克水温度降低1℃所放出的热量可规定为1卡。 (3)在做过用算术法计算水吸热、放热多
I taught this section “Calculation of calories” as two teachings. During the first teaching, the students were guided on the basis of old knowledge to introduce two calculation formulas and apply the formulas introduced to solve problems. In the second teaching, the heat balance equations and their applications were discussed. This article mainly talks about the use of “inspired student exploration” teaching methods to teach the experience of heat calculation formulas. First, learn the first three chapters of this chapter. It is a necessary basis for learning the “calculation of calories”. 1. The teaching of “heat” (1) After introducing the preliminary concept of heat, it is emphasized that heat is related to the temperature change of objects, and The temperature of the object itself is irrelevant, and there is no point in talking about the temperature of the object with the same temperature. (2) Ask the students to find out from the book how much water is absorbed or exothermically related to what factors, and what the qualitative description is. Remember the usual unit of heat “card” rule. Try to give a new rule - the amount of heat released when 1 gram of water temperature is reduced by 1 °C can be specified as 1 card. (3) Calculated by mathematical calculation of water absorption and heat release