情境教学法所创设的各种情境能把抽象的物理现象具体化,从而吸引学生的注意力。创设教学情境是由学生的认识规律所决定的,感性认识是认识的基础,感性认识和理性认识相互渗透、相互补充。创设情境是学生获得感性认识的重要方法,也是促进理性认识的途径。如果在教学中精心创设物理情境,让学生自然地进入研究的问题情境中,教学效果就会事半功倍。 The various situations created by the situational teaching method can embody abstract physical phenomena so as to attract students’ attention. The creation of teaching situations is determined by the students’ cognition rules. Perception awareness is the basis of cognition, perceptual knowledge and rational understanding permeate each other and supplement each other. Creating situations is an important way for students to acquire perceptual knowledge and also a way to promote rational cognition. If you carefully create the physical situation in teaching so that students naturally into the research context of the problem, the teaching effect will be more effective.