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从认知心理学的角度看,学生所要掌握的知识意义建构需要有精心的问题设计,学生的主体作用、教师的主导作用都需要由精美的问题设计来体现。常常听学生说,上课听得懂,下课不会做;也常常听老师说,我已强调多少次了,已分析得够透彻的了,学生还是表现出不明白,茫然不知所措,解题时张冠李戴,死搬硬套,表述时逻辑混乱等,教师最后的结论是——学生笨。产生这些问题的重要原因是教师在教学过程中没有精心设计问题,学生在学习过程中缺少主动性思维而变成知识的被动接受者,教学效果不理想。因此,在物理教学设计中,特别要重视挖掘教材联系生活,精心设计问题。
From the cognitive psychology point of view, the students need to grasp the construction of the meaning of the knowledge required careful design of the problem, the main role of the students, the teacher’s leading role needs to be exquisite design of the problem to reflect. Often listen to the students that the class can understand, classes will not do; often listen to the teacher said, I have stressed how many times, has been analyzed thoroughly enough, students still do not understand, at a loss overwhelmed, problem solving When Zhang Guanli Dai Dai, die duel, the logic of chaos when the expression, the teacher’s final conclusion - stupid students. The main reason for these problems is that teachers do not design problems in the process of teaching. Students lack of active thinking and become passive recipients of knowledge in the process of teaching, the teaching effect is not satisfactory. Therefore, in the teaching of physics design, special attention should be paid to excavating teaching materials to contact life and elaborate design problems.