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初二学生历来对“物体浸没在液体中,在不同深度受到的浮力是否相等?”认识不清。为突破这一教学难点,我运用多种教学手段,对教材的内容进行了适当调整,从几个方面讲清这一问题,并补充适当的练习题。一、通过具体计算,讲清一个“差”字。学生易错的原因之一,是没有真正理解浮力的产生,把浮力混同于液体的压力,忽略了浮力意义中最关键的一个字——“差”。(实际上,浮力不是液体的压力,而是压力的合力。)课本上那段讲述,对初二学生(尤其是基础较差的一般校学生)来说,显得太抽象了。我将课本第139页练习一(7)题前一
The students of the 2nd grade have historically been unaware of “whether or not the objects are submerged in liquid and the buoyancy at different depths is equal”. In order to break this teaching difficulty, I applied a variety of teaching methods to make appropriate adjustments to the content of the teaching materials. I explained this issue from several aspects and supplemented the appropriate exercises. First, through a specific calculation, clarify a “poor” word. One of the reasons why students are prone to mistakes is that they do not really understand the buoyancy. They mix the buoyancy with the pressure of the liquid and ignore the most critical word in the meaning of buoyancy—“poor”. (Actually, buoyancy is not the pressure of a liquid, but the combined force of pressure.) The passage in the textbook is too abstract for the second grade students (especially the poorly-funded general school students). I will practice the first item (7) on page 139 of the textbook.